
Class Ji LLI 

Book , K4u . 

Copyright N° 



COPYRIGHT DEPOSIT. 



TEACHERS' BOOK OF 
OLD TESTAMENT HEROES 



TEXT BOOKS FOR THE SUNDAY SCHOOL 

FOR AGES 9 TO 12 
A MEMORY BOOK. Ready, September 1, 1907. 

FOR AGES 13 TO 17 

OLD TESTAMENT HEROES. Now ready. 

Pupils' Book. 90 pages with maps 50 Cents 

Teachers' Book. 131 pages with introduction 80 Cents 

Work Book. 8 x 10 J, board covers 25 Cents 

THE HEROIC CHRIST. Now ready. 

Pupils' Book. 96 pp., map and illustrations. 60 Cents 
Teachers' Book. 124 pp., with introduction. 70 Cents 
Work Book. 8 x 10J, board covers 25 Cents 

HEROES OF THE FAITH. Ready, September 1 , 1907. 

FOR AGES 17 TO 20 

JESUS' TEACHING AND MODERN LIFE. In prep- 
aration. 

FORMS OF SOCIAL SERVICE. In preparation. 



The Graded Sunday School Publishing Company 

BOSTON, MASS. 



TEACHERS' BOOK of OLD 
TESTAMENT HEROES 



A Course of Study, Beautifying and Glorify- 
ing the Moral and Religious Qualities 
of Old Testament Characters 



y 



BY 

JOHN Li ■ KEEDY 



THE GRADED SUNDAY SCHOOL PUBLISHING CO. 
BOSTON, MASS. 



LI3RARY of CONGRESS 
Two Copies Received 

C Copyri* ht Entry . 

^ >£f. f jol 

CLASS /\ KXc.No. 
' COPY B. 



.K4- 



Copyright, 1906 
The Graded Sunday School Publishing Company 



CONTENTS 

Lesson Page 

1. Abraham — The Friend of God 1 

2. Isaac — A Prince among Men ...... 4 

3. Jacob — A Man who wanted Good Things too much 7 

4. Jacob — A Man who began Wrong and ended Right 9 

5. Joseph — A Gifted Boy who had a Hard Time . . 12 

6. Joseph — A Young Man who rose to a High Place 15 



7. Moses — The Hebrew Great-Heart 



8. Moses — The Abraham Lincoln of the Olden Time 20 



9. Moses — A Great Man who uplifted a People . 

10. Balaam — A Man who trifled with Temptation 

11. Joshua — A Great Man and Brave Soldier 

12. Caleb — A Bold Man who loved a Hard Task . 

13. Gideon — A Patriot of the Olden Time 

14. Samson — A Strong Man with a Weak Will 

15. Ruth — A Story of True Devotion .... 

16. Samuel — A Boy Men Admired and Loved 

17. Samuel — The First Man in all the Land . 



18. Sons of the Prophets — • Choice Young Men in School 47 

19. Saul — A Young Man who started out Well . . 49 

20. Saul — A King who was not Kingly .... 52 

21. Jonathan — A True Friend 54 

22. David — The Man after God's Own Heart ... 57 

23. David — The Idol of the People 59 

24. David — A Great Man who was not wholly Great . 62 

25. Rizpah — Mother-Love in Cruel Times ... 65 

26. Absalom — A Promising Boy who came to a Bad End 67 

27. Mighty Men of David — Men who became Famous 71 

28. Solomon — The Chief among Ten Thousand . . 74 

29. Solomon — A King Famous for his Wisdom . . 76 

30. Solomon — A Wise Man who made Big Mistakes . 79 

31. Elijah — A Fearless Prophet 82 



17 



23 
25 
28 
31 
34 
37 
40 
42 
45 



vi CONTENTS 

Lesson Page 

32. Elisha — The Foremost Man of his Time ... 85 

33. The Rechabites — Men who loved the Old Customs 88 

34. Micaiah — One Man in 400 who would not Lie . 90 

35. Asa — A Young Champion for the Right ... 93 

36. Hezekiah — A Good Son of a Bad Father ... 95 

37. Isaiah — A Christian Statesman 98 

38. Manasseh — The Man of Blood 100 

39. The Band of the Faithful — Moral Heroes All . . 103 

40. Josiah — A Young Man who was Serious Minded . 105 

41. Josiah — A Defender of the Faith 107 

42. Jeremiah — A Fearless Preacher 109 

43. Ezekiel — A Man who worked at a Hopeless Task 111 

44. Daniel — A Man of Character who reached the Top 113 

45. Hebrew Princes— Men who risked Death for Right 115 

46. Job— A Man who lost his Property but kept his Faith 1 17 

47. Esther — A Brave Girl who saved her People . . 119 

48. Ezra — A Second Moses 121 

49. Nehemiah — A Rich Man who loved his People . 123 

50. The Maccabees — A Family of Patriots . . . 125 

Special Lessons 

1. Christmas. 

Jesus — The One whom all the World Worships 127 

2. Easter. 

Jesus — Who Gained the Victory over our Worst 

Enemy 130 



INTRODUCTION 

The aim of religious education is the development 
of the religious nature. This it seeks to accomplish 
through the creation of ideals, the cultivation of right 
feelings, the formation of right judgments as to what 
things constitute the higher values, and the awakening 
in the pupil of a consciousness of God in himself and in 
the world. From these naturally proceed personal 
choices and impulses to God-like action. Religious edu- 
cation succeeds when it thus grows some permanent 
religious interest. 

The three institutions which have a duty in the relig- 
ious education of our people are the home, the school, 
and the church. Present conditions throw most of the 
responsibility upon the church. The church through its 
Sunday schools is trying to meet that responsibility. 
It is rilled with a passion to get a more perfect result. 
After passing through different stages of growth the 
ideal is now the graded school. 

The principles which underlie a graded school are 
these: 1. The suitability of lesson material to the mental 
grasp, dominant interest, and religious motive of the 
pupil. 2. The adaptation of method to the age of the 
pupil and the subject taught. 3. The grouping of pupils 
into departments and classes according to one or more 
of the conditions mentioned under 1. 4. The advance- 
ment of pupils from grade to grade, while the teacher 
remains in the same grade or department. 5. A new 
equipment: class-rooms, tables, note-books, etc., de- 
manded by these ideals. 

The Graded Sunday School Publishing Company is 
organized in furtherance of this new passion and these 
ideals. Old Testament Heroes is one contribution in 
the movement toward a better school. It is the out- 

vii 



viii INTRODUCTION 

growth of an actual teaching experience and is a serious 
effort to solve the problem of Sunday school teaching 
with what is regarded as the most difficult age. 

This course of study is designed for pupils thirteen to 
seventeen years of age. The interest of these ages is 
not in truth but in life — in exceptional and heroic life. 
The lesson material, therefore, is biography — the study 
of heroic men. The impulse for great and good living 
comes from contact with great and good men — the 
transfer of life is from persons to persons. It is the age 
of ideals — of dreams and visions, with a keen sense of 
the right and wrong of an action; when it is natural to 
worship the manly and heroic in life. Pupils of this age 
pass judgment upon each action; they approve or they 
disapprove of each person. Out of these ideals, judg- 
ments, and feelings come their own choices. They will 
emerge from these years with some kind of attitude, 
with some kind of choice. This course aims at creating 
right ideals, right feelings, right estimates — the materials 
and impulses for a right choice. It does this by unfolding 
the matchless personalities of the Old Testament. 

With pupils of these ages moral impressions are a 
stronger influence than definite knowledge. The method, 
therefore, is to beautify and glorify rather than to clarify. 
The end sought is an approval and admiration by the 
pupil of the good, a disapproval and dislike of the bad. 
His nature will reach out after what it approves, ad- 
mires, and worships. His own standard will be raised 
up to that of others — admiration runs out into choice. 
It is, therefore, not a complete biography that is aimed 
at, but the selection of such actions and characters as 
appeal to the pupil, and have worth for the end which 
the course has in view. The course requires some study 
of the lesson beforehand, but relies most upon the im- 
pression made in the class, and makes large use of the 
pedagogical principle of fixing the impression by after- 
lesson work — after interest has been created. It gives 
opportunity for a wide range of constructive work through 
the use of outline maps, illustrations, etc. To secure 
lesson preparation it makes use of the principle of co- 
operative study, each pupil having a responsibility for a 
given part of the lesson. The constructive work makes 
reviews unnecessary. 



INTRODUCTION ix 

Best results will be obtained if the class has a separate 
room. Tables are a great convenience in writing, give 
a dignity to the work, and make it seem worth while. 
A work-book composed of note-book covers for the 
pupil's narratives, with outline maps and pictures for 
illustrative purposes, is a part of the course. Teachers 
can get along without this particular work-book, but 
something to take its place should be provided. Each 
pupil should own a Bible; the Revised version or the 
American revision is preferable. He should be encouraged 
to read the books for the pupil mentioned below, and be 
furnished with the Perry, the Brown, and the Wilde 
picture calatoguei. 

The following books are recommended: 

On Teaching* — 

Principles and Ideals for the Sunday School, Burton 

and Mathews; University of Chicago, Chicago. 
An Outline of a Bible School Curriculum, Pease; 

University of Chicago, Chicago. 
The Natural Way in Moral Training, DuBois; F. H. 

Revell, New York. 
The Spiritual Life, Coe ; Eaton and Mains, New York. 
Christ as a Teacher, Vincent; A. D. F. Randolph, 

New York. 

For Work with this Course — 

Hours with the Bible, Geikie; James Pott & Co., New 
York. 

Representative Men of the Bible, I and II series, 
Matheson; Armstrong, New York. 

Bible Characters, Whyte, 3 Vols, on O. T.; Revell, 
New York. 

Men of the Old Testament, 2 Vols., published by 

-Tames Robinson, Manchester. 
A History of the Hebrew People, Kent; Charles Scrib- 

ner's Sons, New York. 
A History of the Jewish People, Kent; Scribners. 

* For a more complete list the teacher is referred to page 
416 of An Outline of a Bible School Curriculum. 



x INTRODUCTION 

For the Pupil — 

Stories from the Old, Old Bible, Meade ; George Newnes, 
London. 

Hero Tales from Sacred Story, Banks ; Funk & Wagnalls, 
New York. 

Remember, teacher, you are working to create in your 
pupils a permanent interest in high and holy living; that 
the task is not easy, but that it must be done and that 
it is your task. God has given it to you, you have ac- 
cepted it, and the question for you to decide is how well 
you will serve Him in it. Learn your art. Put yourself 
splendidly into your work. Keep high ideals, and a live 
human interest. Go to God with your perplexities and 
discouragements. In the presence of His great life, His 
patience, and His splendid self-giving, you will find wisdom 
and strength to go on in the right way. 



LESSON 1 

ABRAHAM — THE FRIEND OF GOD 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Outline map no. 1, with Ur of the Chaldees, Haran, 
Canaan marked and connected with an irregular line. 
Map of modern Asia showing Turkey and Palestine. 

Pictures: Abram, Perry Pictures, no. 289; Abraham 
Journeying into the Land of Canaan , Wilde's Pictures, 
no. 350; The Trial of Abraham's Faith, Wilde, no. 357. 
Picture of the Mayflower or ship to represent the May- 
flower. 

Models: tent and staff. 

Teacher's Study Material 

A careful study of lesson material, and syllabus in 
Pupils' Book. Hours with the Bible, Geikie, Vol. 1, 
pages 292-411; Representative Men of the Bible, Mathe- 
son; Bible Characters, Whyte; Men of the Old Testa- 
ment, published by James Robinson; article, Abraham, 
in Hastings' or other Bible Dictionary; Abraham, in 
Men of the Bible series ; Stories from the Old, Old Bible, 
Meade. 

Suggestions for Teaching 

1. Ask why Washington was called Father of his Coun- 
try ; what Abraham was called, and why. Get : The Friend 
of God, because he was on good terms with God. Call 
attention to the fact that many persons leave their native 
land and come to America. Ask why, accepting pupils' 
answers. Bring out next the history of the Pilgrims, 
why they left England and came to America, making 

1 



2 TEACHERS' BOOK OF 

clear that it was to worship God as they wanted to. 
Refer to their self-denial in leaving England, their courage 
in coming to a new land among the Indians, etc. Show 
picture of the Mayflower. From this pass to Abraham. 
Have pupils find Ur of Chaldees, Haran, Canaan, and 
Beersheba on the map. Bring out next why he left his 
home country — to get away from idolatry. Picture his 
decision in breaking away and his courage in going. If 
pupils have not already done so, have them draw on 
outline map no. 1 a line representing Abraham's journey, 
"b" State: some great men care only about getting 
along well themselves — how about Abraham? What 
incident shows he was kind and generous? Bring out 
by question the difficulty between the shepherds; Abra- 
ham's offer to Lot, etc. Ask which was the more power- 
ful. Why, then, did he not take the best by force? 
Under "c" bring out that men of his day worshiped 
idols — and that Abraham alone believed in God. Ask 
what it is to be loyal — and tell the story of Admiral 
Sampson, who prayed while his shipmates laughed and 
threw boots at him. Abraham showed the same spirit: 
by building altars and worshiping at them he let it be 
known that he was a follower of God. "d" Bring out 
the facts here and use them to show Abraham's loyalty 
to God. 

2. "a" By question, bring out all the facts. On 
map, show where Sodom was, who lived there, where 
the army came from, and what it did. Bring out what 
Abraham did : — rescued the people and all their property. 
Then ask: would he need have done this? Why, then, 
did he do it? Did he take any pay for it? Speak of 
this as his chivalry, "b" State: there are rich and poor 
people — which kind was Abraham? Ask: in what ways 
do people make their money to-day? How did Abraham? 
Ask: was Abraham popular or unpopular? Then ask: 
what is it to be popular? What made Abraham popular? 
Question until you get: His fairness in his dealings, his 
high-mindedness, his goodness, his unselfishness, "c" 
Have references read here, answering "why" under (1) 
because he was the founder of the Jewish nation; under 
(2) because he was on good terms with God, under (3) 
because he was the first of all persons who was faithful 
to God. 



OLD TESTAMENT HEROES 3 

3. State: such a man as Abraham must have said 
many good things — we have a few. Have the refer- 
ences read, briefly explaining each. 

4. Have references read, calling attention: "a" to 
"obeyed", "b" "a mighty prince." Under "c" state: 
when they buried him they placed gold and silver lamps 
in his tomb. Why? "d" They ever regarded him with 
reverence and spoke of him as "Father;" and "e" the 
Christians built a church over his grave, and the Turks 
make pilgrimages to his tomb. Why? 

5. Name here: "a" courage in doing right; "b" loy- 
alty to God; "c" more than fair; "d" chivalrous. See 
that pupils have a clear understanding of each. Have 
each pupil write what he most admires about Abraham, 
and name some one he knows or has read of who reminds 
him of Abraham. Do not urge — name one yourself if 
pupils do not — a man in your town who has one of the 
above qualities. 

6. Call attention to the memory verse, explaining it, 
and drawing from it: the one who obeys God will be 
God's friend and will surely be great. Explain the con- 
structive work for next lesson: the biographical sketches, 
the illustrating with outline map, models, pictures, draw- 
ings, etc. It is suggested that the teacher do the con- 
structive work on this first lesson in advance, and show 
it to the class that the pupils may get a clear idea of 
what is desired. Make it brief. 

Topics for Co-operative Study of Next Lesson 

1. Model of a tent. 

2. Model of a shepherd's crook. 

3. Picture of a flock of sheep. 

4. Two incidents in Isaac's life which show he kept 
on good terms with his father. 

5. An incident which shows his forbearance and 
peaceableness. 

6. Two ways in which Isaac got his money. 

7. What shows he was a man of prayer? 



TEACHERS' BOOK OF 



LESSON 2 

ISAAC — A PRINCE AMONG MEN 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Find on map no. 2 the places referred to in the lesson. 
Mark them on outline map and connect them with an 
irregular line. Pictures of a shepherd with his sheep, 
and of tents, would be helpful. Isaac Receives Rebecca, 
Wilde, no. 362; Isaac and Rebecca before Abraham. 
Wilde, no. 363. 

Models: a tent and shepherd's crook. 

Teacher's Study Material 

Syllabus in Pupils' Book; a careful study of the 
lesson material; Hours with the Bible, Geikie, Vol. 1, 
pages 412-424; Bible Characters, Whyte; Representative 
Men of the Bible, Matheson; article, Isaac, in Hastings' 
or other Bible Dictionary; Stories from the Old, Old 
Bible, Meade. 

Suggestions for Teaching 

Have your best pupil read his narrative of last lesson. 
Read and show your constructive work. Examine the 
work of the others. Make the constructive work brief 
and definite, but have it neat and to the point. You 
must lead the way with your own work. If a pupil has 
done good work hold it up as an ideal for the others to 
reach up to. Watch your indifferent pupils. Try to 
get a little work from them — do not give them too 
much to do. Have them come to your house or have 
some of your best pupils go to theirs and do the work 
together. 

Begin by asking, what a prince is, what we mean by 
a princely man. Ask how such a man acts. Make clear 
that Isaac was such a man. 



OLD TESTAMENT HEROES 5 

1. Bring out, "a" that he loved to be with his father 
and was out in the fields much with him. Ask: why? 
accepting pupils' answers. Ask next : did Isaac ask ques- 
tions? What? Get: about God and what was right. 
Under "b" state: some boys think their fathers are 
" old fogies " — what did Isaac think? Did he obey him? 
Why? Ask for one instance. Bring out the facts of the 
narrative in Gen. 22:1-19, glorifying Isaac's great obe- 
dience. Obedience springs from confidence and trust. 
Have pupils write obedient on margin of their books. 
Under "c" and "d" do not be afraid to introduce the 
imaginative element. It is likely not far from true, and 
makes the story realistic. Ask what he was clever at, 
what instruments he could play. Picture him weaving 
rugs, playing his flute, and singing songs as he tended 
his father's sheep. State: he was a happy boy. Ask: 
what made him happy? Bring out: because he got along 
well with his father and mother and did no sin. Empha- 
size on good terms with parents. 

2. Under "a" ask what Isaac said about obeying 
God — and whether the pupils believe it. Under "b" 
glorify this habit, referring to you ■ own custom or to 
some one whom pupils know and admire. Then ask: 
why? accepting pupils' answers. If you have time ask 
also what he prayed about. Emphasize prayerful; and 
have pupils write it on the margin, "c" State: Isaac 
wanted to marry a heathen princess who lived near by. 
Ask: what did Abraham advise him to do? Then refer 
to Gen. 24: 3 ff. for the incident. Ask: what is it to be 
headstrong? "d" Ask : How many wives was it custom- 
ary for princes to have in those days? How many did 
Isaac have? Why only one? Bring out that Isaac had 
a very loving nature — this is shown also in his long 
sorrow for his mother. Have pupils write on margin, 
opposite "d" the words, very loving. Under "e" bring 
out the facts by asking questions indicated in syllabus. 
Make much of this. Contrast Isaac's action with what 
was customary. Have pupils write the words, peaceable 
and long-suffering, on margin of their books. 

3. Use the references here. Make clear that God pros- 
pered him. Ask: why? Under "b" bring out these 
words : well-to-do, great, mighty. Draw out the meaning 



6 TEACHERS' BOOK OF 

of each of these. Ask as in syllabus, talking briefly 
about Isaac's goodness, and what makes a man " great." 
Be sure you bring in moral and spiritual qualities. Have 
pupils write the words, good business ability, on margin. 
Bring out under "d" that his character and wealth made 
him mighty. Have pupils write, well-to-do, but spirit- 
ually minded, 

4. Let pupils express themselves. Under "a" — 
Abraham " thought his eyes of him" would be a good 
answer, "b" God was pleased with him. "d" State 
here that they built a great tomb over his grave — ask : 
what does this show? Under "e" have pupil read the 
note. 

5. Have pupils choose from list on blackboard, or 
margin of their books: cleverness, obedience, prayerful- 
ness, peaceableness, business ability, well-to-do but 
spiritually minded. Talk briefly about each. Get each 
pupil to say what he admires about Isaac and which 
quality he would like to have for himself. 

6. Have pupils recite memory verses. Insist upon 
their being memorized. Speak of them as Isaac's mottoes. 
Of course, these words were not then written, but he had 
the spirit of them. 

Topics for Co-operative Study of Next Lesson 

1. Picture of a man arrested for dishonesty, from daily 
paper. 

2. Model of a pocket-book. 

3. The number of lies Jacob told, in Gen. 27: 13-41. 

4. The meaning of the Birthright. 

5. What quality of Jacob's character comes out in his 
dealings with his brother, and his uncle? 

Take pains in the assignment of the topics. Let the 
individuality of the pupil determine his topic. Give the 
harder topics to the brightest and most interested — 
the easier to the duller and more indifferent. Allow a 
pupil to choose once in a while which topic he prefers. 
Expect the pupils to do some special work on the topic 
assigned, and always call for their reports at the proper 
point in the lesson ; or vary by calling for them all at the 
beginning of the lesson. Refer pupils to sources of infor- 



OLD TESTAMENT HEROES 7 

mation and have them come to your house. Help them 
with this work until they get enough interest to do it of 
their own accord. 



LESSON 3 

JACOB — A YOUNG MAN WHO WANTED GOOD 
THINGS TOO MUCH 

Lesson Material 

Same as in Pupils 7 Book. 

Illustrative Material 

Use map no. 1 to locate the places, then have them 
copied on outline map. Draw a line to show Jacob's 
journey. 

Picture of a defaulter or dishonest man from daily 
paper. Isaac Blessing Jacob, Wilde, no. 364. 

Model of purse to represent Jacob's love of money; 
bow to represent Esau's hunting. 

Teacher's Study Material 

Study of syllabus in Pupils' Book. A careful reading 
of the lesson material. Hours with the Bible, Vol. 1, 
pages 418-434; Bible Characters; Representative Men; 
Men of the Old Testament; article, Jacob, in Hastings' 
or other Bible Dictionary. 

Suggestions for Teaching 

Have one pupil read his life of Isaac, allowing others 
to criticise. Commend the work if well done. Try to 
interest the pupils in illustrating their work freely. The 
beginning of the course is the critical time. Have high 
ideals. Get clearly in your own mind what you want to 
do, then work steadily toward it. 

1. Bring out all the points about the twin boys — 
names, which the older, Jacob dark complexion, Esau 
red-faced, with hands and neck covered with soft hair. 
In disposition Jacob was mild and loving, with perfect 
self-control, while Esau was quick-tempered, wild, and 



8 TEACHERS' BOOK OF 

reckless. Jacob was a shepherd, and loved his home — 
Esau was a hunter and loved the woods. 

2. Bring out next that Jacob was ambitious — be sure 
you make the word clear — he loved good things too 
much. What two things? Make clear that they are 
good things when rightly sought, but that Jacob used 
wrong means to obtain them. Bring out next all the 
points about the bargain for the birthright. Make clear 
what the birthright was — it meant the headship of the 
tribe and most of the father's property — that it rightly 
belonged to Esau; that Jacob had been planning to get 
it for some time; that Esau was no match for him; 
that he took advantage of his brother's hunger; imposed 
upon him — cheated his eyes out. Bring out what it is to 
" impose" upon one. Contrast what Jacob gave and what 
he got. Ask: what do you call this in Jacob? Why did 
he do it? What do you think of one who will treat his 
brother so? Under "c" bring out the meaning of the 
blessing — the way of showing which son a father desired 
to have succeed him as head of the tribe, and was sup- 
posed to bring great good to the one who received it. 
Ask: who did Isaac wish to have the blessing? State: 
Jacob wanted it and used a trick to get it. Bring out all 
the points in the story: Isaac's blindness, his request of 
Esau, Jacob's disguise, his lies to Isaac, etc. Have pupil 
report on the lies Jacob told. Bring out Esau's disap- 
pointment, his weeping, his anger. Then ask: why did 
Jacob leave home? Bring out that the penalty for un- 
fairness and trickery is quarrels and separation. Under 
"d" bring out that Laban was much like Jacob — was 
not fair — that he played a trick on Jacob — planned it 
so Jacob married Leah when he thought he was marrying 
Rachel ; that he made Jacob work seven long years before 
he would give him Rachel. Bring out the facts of the 
bargain between Laban and Jacob about the sheep, 
Gen. 30:29-43. Accept pupils' knowledge of the story, 
but reach this conclusion: Jacob did not deal fairly with 
Laban. State: Jacob and Laban separated. Ask: why? 
Summarize by asking: why did Jacob do all these wrong 
things? 

3. For "a" use the reference, "b" Accept pupils' 
answers, but bring out: it grieved Isaac to know he had 



OLD TESTAMENT HEROES 9 

such a son. "c" Let pupils answer, but conclude: the 
neighbors liked Esau, and had hard feelings toward Jacob. 
They nicknamed him — "supplanter." "d" Allow free 
expression from pupils, but come to this: God was not 
pleased with him. 

4. Throw responsibility of selecting traits of character 
upon pupils. Teachers are advised to make their own 
list. The following may be suggestive — ambitious, 
heartless, dishonest, selfish, deceitful, tricky, capable. 
Have pupils suggest each incident showing these quali- 
ties, and say what they most despise in Jacob. Secure, 
if you can, a healthy disapproval of Jacob's conduct. 
Talk briefly about the defaulter or dishonest man whose 
picture you have taken from daily paper. Ask pupils to 
name a boy who tells lies. What do other boys think of 
him? 

5. Spend some time with the memory verse, empha- 
sizing the word "love." Explain the constructive work 
for next lesson. 

Topics for Co-operative Study of Next Lesson 

1. Outline map showing Jacob's travels. 

2. Pictures on the lesson from old quarterlies. 

3. Models: bit of crape, and flag at half-mast. 

4. Find out the meaning of repentance and conversion. 

5. What new quality in Jacob's character is shown in 
his giving Esau a present? 

6. Reading of the story: Dr. Jekyll and Mr. Hyde, 
Stevenson. 



LESSON 4 

JACOB — A MAN WHO BEGAN WRONG AND 
ENDED RIGHT 

Lesson Material 

Same as in Pupils' Book, and Gen. 35: 1-20; 49: 33 to 
50: 13. 



10 TEACHERS' BOOK OF 

Illustrative Material 

On outline map 1 place dots for Beersheba, Shechem, 
Bethel, Hebron, Egypt. Connect with a line to show 
Jacob's travels. 

Picture of a church to suggest Jacob worshiping, and 
Christ Tempted, Brown, no. 861 to suggest Jacob's struggle. 
Pictures of Palestine snowing the character of the country 
and the manners and customs of the people would be 
helpful. Have pupils search old quarterlies for these. 

Models: piece of crape to suggest sorrow when he died. 
Flag at half-mast to suggest method of showing respect 
when a good man dies. 

Teachers Study Material 

A careful study of Pupils' Book and lesson material; 
Hours with the Bible, Vol. 1, pages 434-446. Other 
material, same as last lesson. Dr. Jekyll and Mr. Hyde, 
Robert Louis Stevenson. 

Suggestions for Teaching 

Have one pupil read his narrative of last lesson. Cor- 
rect and commend. Examine the work of the others. 
Offer suggestions and give needed stimulus. 

1. Begin with the story of Dr. Jekyll and Mr. Hyde, 
bringing out : every man is two men — one good, the 
other bad, and that there is a constant struggle between 
them. From this pass to the story of Jacob's struggle 
in Gen. 32:24-29. Bring out the circumstances. He is 
coming back home. He is thinking of his past life, etc., 
and has a wonderful experience. Make clear this is the 
author's way of telling about the struggle of the bad 
and good in Jacob, and ask: which conquered? Do not 
spoil the narrative by making it a wrestling match. 
Speak of it as Jacob's conversion. Get expression from 
pupils as to what conversion is. End with this: it is the 
choice and new love of the good. What had Jacob 
chosen and loved before? What now? Bring out that 
conversion changes men. Jacob is different from now 
on. Call attention to the expressions, "my lord" in 
reference to Esau, and "thy servant" in reference to 
Jacob in Gen. 32: 4,5; 33:8. This clearly shows that 
Jacob intends to give back the birthright. The "bow- 



OLD TESTAMENT HEROES 11 

nig," in 33:3, indicates the same. Make this clear to 
the pupils — Jacob is a changed man now, he sees there 
are better things than money and position. Ask: what 
things? Add to their suggestions: fair dealing, honesty, 
personal character. Draw out from pupils an expression 
of approval for Jacob's conduct. Ask: what name will 
you give to this good act? Bring out the word, restitu- 
tion. Question next about the effect this had on Esau, 
referring pupils to Gen. 33 : 4. State next, Jacob gave 
Esau a present. What? Refer to Gen. 32: 13-18. What 
did he say when he gave it to Esau? Esau's reply. 
Gen. 33: 9. Did Esau finally take it? Then state: your 
feelings toward Jacob have changed. You admire him 
now. Why? 

2. Follow Jacob's subsequent career. Bring out: he 
became a great prince, famous for his godliness; because 
his character changed his name was changed to Israel, 
which means, Prince of God. His descendants were 
called Israelites, which means, Children of the good 
Prince. State also he had much trouble — his wife died ; 
his boys were wild, reckless fellows; his favorite son, 
Joseph, was lost to him ; he lost his property ; but he bore 
all his trials patiently. Late in life he moved to Egypt, 
where he was honored by the king. 

3. Have pupils read the references, explaining the first 
as the Mizpah Benediction, and the second as a prayer 
of penitence. Have pupils memorize them. 

4. Under "a" bring out: God was pleased with him, 
was proud of him, admired him. Ask: why? "b " Esau 
again loved him. Under "c" have reference read and 
state: when he died the king ordered all public buildings 
draped in mourning and flags placed at half-mast. Why? 
Bring out, also, that a great procession of soldiers and 
public men of Egypt escorted the body back to Canaan. 
Ask: why? "e" His relatives and friends went along too. 
Why? 

5. Bring out by question the following: "a" Repent- 
ance, as shown in his conversion, "b" Sense of fair- 
ness, as shown in his offer to restore the birthright to 
Esau. " c" Devoutness and reverence, as shown in his 
worship of God. Lovableness and success, as seen in 
the deep regard all had for him. In concluding ask: 



12 TEACHERS' BOOK OF 

what qualities in him made his success? What do you 
most admire about him? What event was the turning 
point in his career? Lead up to this answer: his con- 
version. 

6. Talk briefly about Jacob's motto, explaining it to 
mean: to strive after personal character rather than after 
worldly things. Ask: which lasts the longer? Which 
makes one the happier? 

Topics for Co-operative Study of Next Lesson 

1. Pictures on the lesson from old quarterlies. 

2. See how many reasons you can find why Joseph's 
brothers did not like him. 

3. The two nicknames the brothers gave Joseph. 

4. What traits of character are shown in Joseph's work 
as a servant of Potiphar? 

5. The evidence that Joseph was well liked by Potiphar. 



LESSON 5 

JOSEPH — A GIFTED BOY WHO HAD A HARD 

TIME 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Picture: The Selling of Joseph y Perry, no. 1089. On 
outline map no. 1 mark Hebron, Dothan, and Goshen. 
Connect these places with a line to show Joseph's travels. 

Models : a few straws to represent a sheaf of wheat. 

Drawing or picture of a prison. 

Teacher's Study Material 

Syllabus in Pupils' Book; a careful study of the lesson 
material; Hours with the Bible, Vol. 1, pages 447-459; 
Bible Characters; Representative Men of the Bible; Men of 
the Old Testament; article, Joseph, in Hastings' or other 
Bible Dictionary. 



OLD TESTAMENT HEROES 13 

Suggestions for Teaching 

Show pupils your own constructive work. Make much 
of this after-work. Put an honest part of yourself into 
your work. Set a high ideal for yourself as a teacher 
and hold yourself to it. Try to be more than an average 
teacher — aim to be the best. Catch the spirit of these 
Old Testament heroes and put your manliness and 
heroism into your teaching. 

1. Bring out the number of brothers, older and younger, 
and some of their names. It is evident Joseph was a 
choice boy, superior in every way to the other brothers. 
Bring out what we mean by a gifted boy. He felt when 
a boy he would have a great career ; this is the significance 
of his dreams. Bring out what the dreams were and their 
meaning. These dreams were the occasion of jest which 
comes out in the nickname, " dreamer." He was a godly 
boy: his pure soul revolted against the evil he saw his 
brothers do. Ask: why? getting, he was so pure. He 
told his father about it. This probably was the occasion 
of another nickname — what? Because of his promise 
and character Jacob found in him the comfort he did 
not find in his other sons. His brothers hated him, be- 
cause he was his father's favorite, 37:3, 4; because he 
was superior to them in every way, 37: 5, 8, 11; because 
he told on them. Picture the home life, the taunts, 
threats, insults, and cruelties. Ask: how some boys 
would have taken this? Make clear that Joseph en- 
dured it all patiently. Have one pupil tell the story of 
how they sold him to the gypsies. 

2. Add a little coloring here: the gypsies put him in 
the slave-market, a great soldier, Potiphar, wanted a 
slave, he went to the slave-market, saw Joseph — saw 
at once he was by far the choicest slave there — asked 
the price, it was a big price — ask, why? — paid it and 
took Joseph home. Get pupils to say what they think 
Joseph's work was, accepting their answers. State: Poti- 
phar 's overseer, or private secretary, died or resigned. 
Ask: who was put in his place? Why? Bring out next 
what his work was — to see to money matters, the collec- 
tion of rents, the paying of the servants, etc. Bring out 
by question or reference, Gen. 39:5, that he did better 
in this position than the man before him, that Potiphar 



14 TEACHERS' BOOK OF 

prospered greatly. This was due solely to Joseph's faith- 
fulness and business ability. God was in him. Bring out 
next that Potiphar liked Joseph. Ask: why? Have 39: 6 
read and ask how far he trusted Joseph. Ask: why? 
Have pupils suggest the qualities Joseph showed in his 
work. Get honesty, faithfulness, business ability, tact. 

3. Stick close to one point here — Joseph's manly 
"No." Many another would have done differently — 
would have schemed with this woman for his liberty. 
Refer to the lie Potiphar 's wife told and what Potiphar 
did to Joseph. Raise the question whether Potiphar did 
not suspect Joseph's innocence. State: things have gone 
very wrong with Joseph who thought he would have a 
great career — did he lose heart? 

4. Allow pupils free expression here, putting the em- 
phasis upon the "whys," because they bring out Joseph's 
personal qualities. 

5. Bring out here the following: "a" gifted, as 
shown in his dreams, and envy of his brothers; "b" 
patient endurance, as shown in his attitude toward his 
hateful brothers; "c" faithfulness and good business 
ability, as shown in his work for Potiphar; "d" purity, 
as shown by his manly "No;" "e" good courage, as 
shown by his cheerfulness when everything went wrong. 
Draw from each pupil wjiat he most admires about 
Joseph, following each answer with: why? 

6. Call attention to the memory verse. Picture Joseph 
saying it over and over to himself. 

Topics for Co-operative Study of Next Lesson 

1. Model of paper or muslin sack to represent bags of 
grain. 

2. Picture or information about a grain elevator. 

3. Outline map with granaries marked and roads lead- 
ing from other countries to Egypt. Roads leading from 
Egypt to Joseph's office. 

4. In what ways is Joseph's honesty shown? 

5. The qualities Joseph showed in his treatment of his 
brothers and father? 

6. The secret of Joseph's success. 



OLD TESTAMENT HEROES 15 



LESSON 6 

JOSEPH — A YOUNG MAN WHO ROSE TO 
A HIGH PLACE 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Picture of a log cabin and the White House; Joseph 
Interpreting Pharaoh's Dream, Wilde, no. 371 ; Joseph 
Presents his Father to Pharaoh, Wilde, no. 376. On 
outline map make a number of marks to represent gran- 
aries. Draw lines to them to represent people going to 
buy food. One line from Canaan. 

Use models made by pupils: bag of grain, money, etc. 

Teacher's Study Material 

Syllabus in Pupils' Book; a careful study of the lesson 
material; books same as in last lesson. 

Suggestions for Teaching 

Have one pupil read his narrative of last lesson. Make 
suggestions, but do not be too critical. If the lesson is 
well taught the constructive work is apt to be well done. 
Judge the quality of your own teaching by the quality of 
the work of your pupils. This is a severe test, but the 
true teacher will not flinch from it. 

1. Talk about, From a Log Cabin to the White House. 
Bring out by way of approach, that Potiphar liked Joseph. 
Ask "a." Make clear that Joseph's qualities made all 
he came in contact with like him. Ask what these 
qualities were, and bring out: goodness, cheerfulness faith- 
fulness. He saw at once that Joseph was not a criminal, 
and was drawn to him. Ask "b" allowing pupils to 
suggest, but in conversation reach this: assistant. Call 
attention to his opportunity to escape, and to help other 
prisoners to escape. Refer to the fact that many of 
them must have offered him bribes to help them escape. 
Ask: why did the jailor dare put so much power in 



16 TEACHERS' BOOK OF 

Joseph's hands? Ask: did Joseph escape? Did he accept 
the bribes? Why not? Get: honest and trustworthy. 
Bring out that matters went well in the prison under 
Joseph's management. Ask why, and get: his godly 
character, his tact, his knowledge of affairs. Under "c" 
allow pupils to talk freely. Explain Joseph's ability to 
interpret the dreams by the word insight. It came from 
his moral character. During all the years he was in 
prison he was studying Egyptian history, law, etc. 

2. Do not spend much time on the dreams. Keep the 
lesson as near Joseph as you can. "b" Bring out the 
way in which the king learned of Joseph. Note that 
Joseph gives the credit to God. Character gives insight. 
Bring out the meaning of " conceited," and ask: was 
Joseph conceited? Bring out, humbleness, "c" Note 
here that after he told the meaning of the dreams Joseph 
advised Pharaoh what to do. This shows he had more 
than insight into dreams, he was a man of practical 
affairs, of great business ability, "d" Bring out that 
the king was much impressed with Joseph, that he made 
inquiries about him — ask: from whom? What did they 
say? — and then appointed him to a high position in his 
government, "e" Get pupils to talk about his high 
position. 

3. Refer to Joseph's title — Master of the Land of the 
Nile. Talk about the years of plenty and the work 
Joseph did during these years — building granaries, buy- 
ing grain and storing it up. Show outline map with a 
great many granaries marked on it and draw a word 
picture describing the building of these buildings — 
Joseph's agents going among the farmers and buying all 
the grain they would sell — the hauling to the buildings, 
etc. Joseph would drive from granary to granary in his 
chariot. Pass next to the great famine. Show on outline 
map the extent of it. Bring out: the people suffered, 
they went to the king, he said to them: Go to Joseph. 
On outline map draw many roads leading to Egypt and 
to Joseph's office. Bring out that Joseph's own brothers 
came, and that he treated them kindly. Recall their 
cruelties to him. Ask, how some men would have 
treated them, and get from pupils about Joseph the 
word, forgiveness. 



OLD TESTAMENT HEROES 17 

4. Allow pupils to talk freely here, accepting their 
answers. Make use of the references. Get an expression 
from each pupil on "e," and talk about such men as they 
name. If they name none, ask about Lincoln, Garfield, 
or some well-known public man in your town. 

5. Use answers under " 4 e " as an approach here. The 
following are suggested : godly, cheerful disposition, honest 
and trustworthy, studious, humble, business ability, a 
forgiving spirit. Always accept qualities suggested by 
the pupil in preference to your own, but so emphasize the 
important qualities in your teaching that the pupils 
will be impressed by them and be led to suggest them. 
Get each pupil to give a reason for Joseph's success. 

6. Have the pupils recite the memory verse, asking 
the following questions: Who said it? What does it show 
about Joseph in comparison with the other men in the 
king's court? What kind of a man is he in whom the 
spirit of God is? Get this answer: one who acts somewhat 
like God. 

Topics for Co-operative Study of Next Lesson 

1. The reading of Uncle Tom's Cabin. 

2. Picture of the Pyramid of Cheops and other pictures. 

3. The reason why the severe laws were passed against 
the Hebrews. 

4. The forms the oppression took. 

5. What incident shows Moses' sympathetic nature? 

6. What traits of character did Moses show in school 
and college? 



LESSON 7 

MOSES — THE HEBREW GREAT-HEART 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Bunyan's Pilgrim's Progress, part dealing with Great- 



18 TEACHERS' BOOK OF 

Heart. Pictures: Pyramid of Cheops; Moses, Wilde, no. 
503. On outline map place a great many marks to rep- 
resent houses of slaves and a somewhat larger mark to 
represent the palace. Mark to represent Moses' house in 
Midian. Shepherd and sheep to suggest his work there. 
Models: whip, to suggest harsh treatment; book to 
suggest study. 

Teacher's Study Material 

Syllabus in Pupils' Book; a careful study of the lesson 
material; Hours with the Bible, Vol. 2, pages 59-346; 
Bible Characters; Representative Men of the Bible; Men 
of the Old Testament; article, Moses , in Hastings' or 
other Bible Dictionary. 

Suggestions for Teaching 

In their narratives note carefully the points the pupils 
emphasize. This will show you what to emphasize in 
your teaching. Do not allow yourself to merely bring 
out the story; get back of that to personal qualities. 
Remember we are not to clarify, but glorify and beautify. 
Come back often to this: God is the maker of character 
in these men. Do not hesitate to introduce the imagi- 
native material. 

1. State: it is now four hundred years after Joseph's 
death — great changes have taken place. Draw out 
pupils in conversation, but make clear that a new race 
of kings rule the land who do not like the Hebrews. 
"c" Have pupil who read Uncle Tom's Cabin tell about 
it briefly. Bring out: the fear of the king lest in a war 
the Hebrews would join his enemies, the edict making 
every Hebrew a slave, the building of forts and cities and 
tombs like Cheops, the hewing of the great stones in the 
quarries, the men dragging them miles to the place where 
they were to be used, how the taskmasters stood over 
them with whips, how their lives were bitter, and how 
they hated the Egyptians and longed to run away. A 
number of times they tried it, but were always brought 
back and treated worse than before. 

2. State: in spite of all this the Hebrews increased in 
numbers until they were as many as the Egyptians. 
Then the king decided to do something else. Ask: what? 



OLD TESTAMENT HEROES 19 

Did the Hebrews try to save their babies? How? Bring 
out the meaning of " goodly " — handsome, strong, 
bright, — also, what it is to be "adopted." 

3. Talk about his height and looks. Bring out that 
he lived at the palace, and was greatly admired. Ask: 
why admired? He had the best of teachers. Ask: how 
did he compare with the other pupils in athletics — horse- 
back-riding, swimming, etc. Ask: why he excelled all 
others, accepting pupils ' answers. Bring out also that 
he surpassed all others in his studies — in mathematics, 
astronomy, history, etc. Ask: why? Under "d" bring 
out what a university is; that Moses studied to be a 
statesman. Ask: how he got along there and why. 
Ask: what quality do you see in him now? Ability to do 
things well. 

4. Test pupils ' knowledge here, but bring out that he 
rode through the land on a pleasure trip. On this trip 
he saw how cruelly his countrymen were treated, and 
pitied them. He lay awake all night thinking about 
them and wondering what he could do. Follow the sug- 
gestion under "b," glorifying his great sacrifice. Con- 
trast what he gave up and the kind of life he would have 
to live. Under "why" bring out: he wanted to do them 
good; he could not be happy doing anything else. Get 
the words, sympathetic and unselfish. Talk briefly about 
"c" and "d," bringing out under "why": they regarded 
him as a traitor, and an enemy of the government. 

5. Bring out here : love of study, as shown in his high 
rank as a scholar; ability to do well whatever he under- 
took, as shown in his studies and sports; sympathetic 
and unselfish, as shown in his great sacrifice. 

6. Spend a little time with the memory verse. Empha- 
size the truth that greatness comes by service — in doing 
good to others. Get each pupil to write in his book the 
name of a great-hearted man. 

Topics for Co-operative Study of Next Lesson 

1. How many plagues, and what were they? 

2. Abraham Lincoln and what he did. 

3. Who said, "God and one make a majority," and 
what does it mean? 



20 TEACHERS' BOOK OF 

4. What trait of character comes out in Moses' smiting 
the Egyptian? 

5. What trait of character comes out in Moses' return 
to Egypt from Midian? 

6. Pictures of Abraham Lincoln, and a copy of the 
Emancipation Proclamation. 



LESSON 8 

MOSES — THE ABRAHAM LINCOLN OF THE 
OLDEN TIME 
Lesson Material 

Same as in Pupils' Booh and all chapters between 
4:20 and 14:5. 

Illustrative Material 

Pictures: Abraham Lincoln; Moses, Perry, no. 295; 
Moses and Aaron before Pharaoh, Wilde, no. 382; Israel- 
ites Passing Through the Red Sea, Perry, no. 344. 

Outline map with the route of the Israelites from Egypt 
to Mt. Sinai marked. Many marks at Sinai to represent 
tents. 

Models: tents, flags. 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; other ma- 
terial same as the last lesson. 

Suggestions for Teaching 

Spend some time with the narrative of last lesson. Re- 
member you are not merely to be interesting, but to 
awaken the interest of your pupils. They must get their 
interest from you, and you must be interested yourself 
before you can communicate it. Therefore, give the 
lessons honest preparation. 

Pin Abraham Lincoln's picture in sight of the class and 
talk briefly about him. Place Moses' picture beside his. 
Ask : do they look alike? From this pass to their similarity 
in character and work. 



OLD TESTAMENT HEROES 21 

1. Bring out here what a champion is — one who 
engages in a contest in behalf of others ' rights. Introduce 
"a" by recalling Lincoln's words: "If I ever get a chance 
to hit slavery, I will hit it hard." About Moses get the 
word, tender-hearted, "b" Bring out the facts here. 
Moses was very angry. Ask: why did he get angry? 
It is safe to conclude that he did not intend to kill the 
Egyptian, but the blow was harder than he thought. 
Get the word, indignation. Talk briefly about "e" draw- 
ing out from pupils a definition of the word. Bring out 
that the Hebrews had their suspicions of Moses because 
he was educated at the palace, and had lived like the 
Egyptians, yet Moses really did love them, "d" Mark 
Midian on outline map, and have pupils do the same. 
Make clear that Moses learned forest-craft during these 
years — all about springs of water and trees, how to 
catch birds, live in the woods, etc., and that all this was 
helpful to him years after. State: Moses lived here in 
Midian for forty years. Then ask: where was his heart 
all this time? Ask: why? Make this impression: he 
loved to do a great work to help his people. Talk about 
"e," making clear the great conviction that he ought to 
go, glorifying his decision. Ask again: why? 

2. Ask here: did the Hebrews believe in Moses? Why 
not? Moses' first work was to get the Hebrews to trust 
him. Speak next of Moses' plan for their escape. They 
were to get permission to go to a certain place under 
pretext of a religious festival, and were then to run 
away. Moses has a contest with the king before he 
gets this permission. But Moses is persistent, and forces 
the king to give his consent. Have a pupil report on the 
plagues. Make clear that God was back of Moses, and 
that Pharoah was no match for him. Then ask "c," 
reaching this conclusion: he succeeded not only because 
he had great ability, but because he was chosen of God 
to do this work. Have pupil report on "One and God 
make a majority." 

3. State: the slaves run away, 400,000 of them. Talk 
about the condition of these slaves, using the negroes 
of the South as an illustration. Make clear they were 
coarse, brutal, ignorant, immoral men. In Egypt the 
policemen kept them straight, now all that falls upon 



22 TEACHERS' BOOK OF 

Moses. Get from the wonderful deliverance at the Red 
Sea this truth — Moses was not only great and wise, but 
God was with him to help him. Ask how God came to 
be with him, and bring out that it all began when he 
pitied the Hebrews, was unselfish enough to leave the 
palace, and decided to devote his life to his people, 
"c" Have pupils do the constructive work and note it 
is near to the place where he spent his exile. 

4. By question bring out : tender-hearted, as shown in 
his pity for the slaves; righteous indignation, as shown 
in his striking the Egyptian; decision of character and 
devotedness to his people, as shown by his willingness to 
go to Egypt again; perseverance and a master of men, 
as shown in his contest with Pharaoh; chosen of God, as 
shown in the fact that God was doing His work through 
him. Spend some time with the " admiration " question, 
allowing each pupil to talk freely. Bring out that Moses, 
like Lincoln, could be called The Liberator, 

5. Bring out the truth of the memory verse: love for 
them makes him do things to help them. 

Topics for Co-operative Study of Next Lesson 

1. Moses' preparation for his great work. 

2. What trait of character comes out in his forty years' 
leadership of his people? 

3. Find out about Gen. Armstrong and Hampton 
Institute. 

4. Find out about Booker T. Washington and Tuske- 
gee. 

5. Which do you think was the greater man, Moses or 
Abraham? Why? May be used in the form of a debate. 

6. The forty years' life in the wilderness. 



OLD TESTAMENT HEROES 23 



LESSON 9 

MOSES — A GREAT MAN WHO UPLIFTED A 
PEOPLE 
Lesson Material 

Same as in Pupils' Book, and Exodus 21: 1-36; 23: 1- 
33; 26: If.; 28: If.; Numbers 20 : 1 f . ; Deuteronomy 34 : 1- 
12. 

Illustrative Material 

Pictures: Moses, Perry, no. 295; Moses Striking the 
Rock, Perry, no. 345; Moses Presenting the Law to the 
People, Perry, no. 347; a cathedral; The Tabernacle, 
Wilde, no. 386; Booker T. Washington; Gen. Armstrong 
of Hampton Institute. 

Outline map, showing wanderings in the wilderness, 
Kadesh Barnea, Mt. Sinai, mountains of Moab; marks to 
represent tents. 

Drawings or models: a book to represent the laws; 
school-building to represent schools. 

Poem — The Burial of Moses, Thomas Moore. 

Teacher's Study Material 

Syllabus in Pupils' Book; careful study of lesson 
material; Up From Slavery, Booker T. Washington; 
other books same as in Lesson 7. 

Suggestions for Teaching 

Spend a little time with the constructive work of last 
lesson. Allow free discussion. Question yourself: do 
my pupils make a sufficient preparation of the lesson 
beforehand? Return an honest answer. Strive to have 
them at least study carefully the topics assigned them. 
Expect each pupil to recite on his topic. Do not under 
any circumstances fail to give him a chance. Use the 
recitation method on topics specially assigned, but do 
not expect a pupil to recite on what was not allotted to 
him. A pupil will seldom fail to study a part of a lesson 



24 TEACHERS' BOOK OF 

if he knows something depends upon him, and that the 
other pupils have a like responsibility for the remainder. 
Let him bring his report in writing if he prefers. His 
work will make a definite contribution to the teaching 
of the lesson and this will act as a powerful stimulus. 
Make sure the topics assigned are human tasks. Then if 
the pupil fails, let the topic pass. Do not let your bright 
pupil, to whom it was not assigned, make good the loss. 
When assigning a topic to a pupil who has once failed, 
give him his choice between two or three. 

Begin this lesson by explanation of map, bringing out 
the kind of country it was, the kind of people the Israel- 
ites were, ignorant, without good habits. Show picture 
of Gen. Armstrong and talk about Hampton. Show 
picture of Moses and draw out from pupils what they 
know about his work. 

1. Get answer here — forty years, the same number of 
years we have been uplifting the negroes. Contrast 
briefly the condition of the negroes at the close of the war 
with their condition at present, and state : Moses made a 
similar change among the Israelites. Ask next how 
Moses uplifted them, and bring out the four methods 
mentioned in Pupils' Book. Under " 3 " have a pupil read 
the Ten Commandments. Under "c" get: Booker T. 
Washington, and talk about Tuskegee. Ask: why? Ask 
again, how many years Moses was doing this kind of 
work. Glorify his wisdom and patience. 

2. Bring out by question his age and health when 
he died. Make much of his good health. Ask: why was 
it so good? Bring out the circumstances of his death, 
and read impressively the poem, The Burial of Moses. 

3. State: Moses was not only a statesman, but also a 
poet. Read part of Psalm 90. Have pupils memorize 
an "Old Time Good-bye." 

4. "a" Allow pupils to express themselves, but bring 
out that God was well pleased with him and said of him, 
"well done thou good and faithful servant." Ask: why? 
Under "b" and "c" use the references, "d" Draw out 
from each pupil the deed or quality about Moses he 
admires most: his great sacrifice, his devotion to his 
people, his great ability, etc. 



OLD TESTAMENT HEROES 25 

5. Bring out here: "a," leadership, as shown in his 
masterful handling of the Israelites during the forty 
years under difficult circumstances; "b" great states- 
manship, as shown in the laws he made; "c" meekness, 
for though he was so great he kept humble; "d" godli- 
ness of character, as shown in the fact that he had the 
mind of God; "e" unselfishness, as shown in his life of 
service. Get from each pupil which of these he thinks 
most worthy of imitation. Ask each one, why? Talk 
about Moses' motto, getting from it: Moses gave his whole 
life for the good of his people. 

Topics for Co-operative Study of Next Lesson 

1. Picture of Benedict Arnold and something about 
him. 

2. The treason of Benedict Arnold. 

3. What strange experience happened to Balaam on 
his way to Moab? 

4. The secret of his great fall. 

5. The story of a public man who has lately gone 
wrong. 

Talk to the pupils about illustrating their narratives 
of this lesson. The following is suggested: (1) Outline 
map with drawings of Mt. Sinai and Mt. Nebo, and line 
to show the wanderings of the Israelites; many marks 
to represent tents ; (2) a picture of a cathedral or church ; 
(3) a picture of Booker T. Washington or Gen. Arm- 
strong; (4) drawing or picture of a schoolhouse. 



LESSON 10 

BALAAM — A GOOD MAN WHO TRIFLED WITH 

TEMPTATION 
Lesson Material 

Same as in Pupils' Book, Jude 11 and Micah 6: 5-8. 

Illustrative Material 

Pictures: Benedict Arnold; some well-known man in 
your community who has gone wrong. 



26 TEACHERS' BOOK OF 

On outline map no. 1 locate Pethor at head of Eu- 
phrates River, and Moab. Connect them with an irregu- 
lar line to represent the journeys between the two 
places. 

Model of $1000, or paper pocket-book with model of 
$1000 inside. 

Teacher's Study Material 

Syllabus in the Pupils 7 Book; a careful study of the 
lesson material, keeping the lesson title in mind; Hours 
with the Bible, Balaam, in index, Vol. 2; Bible Characters; 
Representative Men of the Bible, article, Balaam, in 
Bible Dictionary; sermon by T. T. Munger, entitled, The 
Defeat of Life, in The Appeal to Life; any Life of Benedict 
Arnold, especially the chapter dealing with his treason. 

Suggestions for Teaching 

Devote a few minutes to the constructive work of last 
lesson. Come to regard it as revealing the excellencies 
and defects of your teaching. If you have succeeded in 
awakening your pupils' interest it will appear in their 
constructive work. 

Pin Benedict Arnold's picture on the blackboard. 
Touch briefly upon his career as a good soldier, his treason, 
and his sad end. Make clear that it all commenced when 
he began to think about betraying his country. Follow 
the same method with a well-known man who has gone 
wrong. 

1. Bring out here by question: he was a prophet, 
apparently the same kind of a man as Moses and almost 
as great. Locate Pethor near the source of the Euphrates 
River, and then bring out that his fame reached as far as 
Moab, which shows that he had a wide reputation and 
must have been a great and good man. Bring out next 
that Moses and the Israelites are near Moab, that they 
have been uniformly victorious over other enemies, that 
the king of Moab attributes their success to Moses be- 
cause he is a prophet of Jehovah. If only he could have 
such a man to help him, all would be well. He remembers 
Balaam in far-off Pethor and sends to him. Ask: what 
request did he make of Balaam, and what was Balaam's 
reply? Make clear that Balaam is very decided in his 



OLD TESTAMENT HEROES 27 

refusal. Pass to Balak's second effort, calling attention 
to the fact that this time he sent more and greater princes 
as messengers, and that they offer Balaam great rewards 
if he will come. Ask: what? Get these words: wealth, 
a high position, and power. Ask: what was Balaam's 
reply? Make clear the nobility of the reply — para- 
phrasing it thus — "Tell Balak he doesn't have money 
enough to buy me." 

2. Do not keep too closely to the Biblical narrative 
here. Do not try to explain the meaning of "and God 
said." Bring out: the princes spend the evening with 
Balaam, they talk it all over, offer bigger rewards, and 
Balaam begins to say to himself, "there can be no harm 
in my going. I can do more good there, perhaps, than 
I can here." Bring out that the result of his thinking 
on this side of the question is that he decides to go. 
Under "b" make clear that in coming to this decision 
Balaam does not agree to do what Balak wants him; 
indeed he is quite sure he will not do that. State: on 
his way strange experiences happen to him. Do not 
attempt to explain how God could speak through the ass. 
It is Balaam's own conscience that is speaking. He is 
at cross-purposes and is angry with himself. Do not 
follow the story too closely. Bring out that when he 
arrives at Moab, Balak asks him to help him against 
Moses, that he at first refuses, that he gradually gives 
way, and after the battle he is found among the dead 
with the bribe-money in his hands. Ask " d " as it stands 
in the Pupils 7 Book, and get from pupils, 'No, he thought 
he could go so far and then stop." Ask: how about a 
man when he begins to drink? Make clear the reason 
why men do great wrongs is because they think about 
doing them, imagine themselves doing them — thoughts 
become actions. Emphasize this by the following illus- 
trations: the person who commits a suicide has long 
thought about it — the thought becomes an action ; the 
missionary thought about being a missionary, etc. 
Balaam's mistake was in thinking about the tempting 
offer. Emphasize this: he tried to be both good and 
bad. 

3. Refer to the two lofty things Balaam said, and 
draw from them that he must have been a very learned 



28 TEACHERS' BOOK OF 

and good man. It is very sad to think he should have 
gone wrong. 

4. Get pupils to talk freely about "4," accepting their 
answers. Under "a" refer to the fact that Benedict 
Arnold was despised by all Americans, and bring out: 
the Jews regarded Balaam as a traitor to Jehovah, and 
despised him. 

5. Bring out by conversation: "a" well educated, as 
shown by his words; "b" exceptionally good character, 
as shown by his fame which reached to Moab ; " c" worldly, 
as shown by his accepting the bribe; " d " a weak side, as 
shown by his being easily persuaded; "e " not honest with 
himself, in thinking he could be both good and bad. 
Bring out that his first step was to think about doing 
wrong. The lesson title sums up his career. 

6. Under the memory verse refer again to the great 
truth that thoughts become actions — what we think 
about, we do. 

Topics for Co-operative Study of Next Lesson 

1. Outline map with places marked: river Jordan, 
Jericho, and site of battles. Mark battles with flag or 
two swords crossed. 

2. Model of flag to suggest Joshua's victorious army. 

3. How armies cross rivers to-day. 

4. Three great generals of our country. 

5. Find out about Nathan Hale and Major Andre. 

6. Traits of character in Joshua shown in his cam- 
paigns. 



LESSON 11 

JOSHUA — A GREAT MAN AND BRAVE SOLDIER 

Lesson Material 

Same as in Pupils' Book; and Book of Joshua. 

Illustrative Material 

Outline map with a great many small dots showing the 



OLD TESTAMENT HEROES 29 

Israelites in Goshen and in Wilderness. Mark one dot J. 
In wilderness draw a large M and J with a plus sign 
between them. Draw line to show march of the Ever- 
victorious Army, with crossed swords to show battles. 

Pictures: Gen. Charles Gordon, or any great general; 
The Fall of Jericho, Perry, no. 349; Washington Crossing 
the Delaware; Moses' Successor, Wilde, no. 403. 

Models: tents, battle flags. 

Teacher's Study Material 

Lesson material, and syllabus in Pupils' Book; Hours 
with the Bible, index, Vol. 2, under Joshua; Bible Charac- 
ters; Representative Men of the Bible; article, Joshua, in 
Bible Dictionary 

Suggestions for Teaching 

Have the narrative of last lesson read, and examine 
the constructive work of all the pupils. Give sufficient 
appreciation of the efforts made by the pupils on their 
constructive work. It is this work which will make the 
impressions permanent. 

1. On outline map make a great many dots to repre- 
sent the slaves, and call attention to one marked J or 
one in a different color. Bring out the name Joshua. 
Individualize him by bringing out " a," "b ; " "c," in Pupils' 
Book. Bring out under "a" the words, faithful like 
Joseph, and that because of his faithfulness and ability 
in handling men he was made a boss of one hundred men. 
Under "b" ask, why? Contrast Joshua with others who 
said — "we can do nothing." Bring out: big, straight, 
strong. Under "d" make clear that he was a man of 
great daring and fearless courage. These qualities are 
shown in two events: when a battle was to be fought 
Moses chose Joshua from among a number of generals 
to fight it; and he is the one chosen from the big tribe of 
Ephraim as the spy to get information about the land 
of Canaan. Make clear what a spy is, that the work of a 
spy is hazardous, that it demands daring and courage. 
Bring out : they had many hairbreadth escapes, and ask : 
what is usually done with spies when they are caught? 
Ask about Nathan Hale or Major Andre, "e" State 
that after he received the appointment he went into his 
tent and prayed. Ask: what did he pray for? 



30 TEACHERS ' BOOK OF 

2. Begin here with what Washington did, or Grant, or 
General Charles Gordon. State generally what Joshua 
did — he fought many battles and conquered the whole 
land. Under "a" show Washington crossing the Dela- 
ware and get expression from pupils as to present-day 
methods. Then bring out the remarkable way in which 
Joshua crossed. Use same method with "b" and con- 
clude from "a" and "b," great resourcefulness, and in 
favor with God. Bring out next what his army was 
called, and why. Make clear that Joshua did not de- 
pend upon mere skill and courage, but upon God, who 
greatly lived in him. Emphasize this. Refer next to 
Joshua's farewell words when he was an old man. 

3. Allow pupils free expression under "a" and "b," 
accepting their answers. Draw out under "why" the 
incident or quality which makes them think so. 

4. In enumerating Joshua's traits of character bring 
out: "a" his faithfulness, as shown in his work as a spy, 
as an assistant to Moses, etc.; "b" his patriotism, as 
shown in his drilling soldiers, and being a general; "c" 
strong body and health, as shown in his action and life; 
"d" great daring and courage, as shown in his work as 
a spy and in battle; "e " great resourcefulness, as shown 
in getting his army across the river and capture of Jericho ; 
"f " a master of men, as shown in his leadership; "g" 
prayerfulness, as shown in his habit of prayer. Make 
clear that a number of God's qualities were in him. 

5. Have memory verse recited, explaining it as what 
Joshua knew God was ever saying to him. 

Topics for Co-operative Study of Next Lesson 

1. Some of the things Caleb could do well when a boy. 

2. Caleb's work as a spy. 

3. What qualities are necessary in a good spy? 

4. The secret of good health and long life. 

5. What qualities in God are in Caleb? 



OLD TESTAMENT HEROES 31 



LESSON 12 

CALEB — A BOLD MAN WHO LOVED A HARD 

TASK 
Lesson Material 

Same as in Pupils' Book; Numbers 26: 32, and Joshua, 
15:20, 21. 

Illustrative Material 

Outline map with many dots in Goshen ; one dot marked 
C. In the Wilderness one dot marked C. Draw line to 
show Caleb's travels: from Goshen to the Wilderness, to 
Canaan with Joshua, and to Canaan as a spy. Mark 
Hebron with crossed swords to represent a battle. 

Drawing: a walled city; tall lines to represent giants; 
many lines to represent a mob of angry men. 

Teacher's Study Material 

The lesson material; syllabus in Pupils' Book; Hours 
with the Bible, index in Vol. 2 under Caleb; Bible Char- 
acters; Representative Men; article, Caleb, in Bible 
Dictionary. 

Suggestions for Teaching 

Spend a little time with the narrative of last lesson. 
Have pupils throw emphasis upon "what others thought/' 
and "marked traits/' Make much of illustrating their 
work. 

1. Talk freely about the things we learn to do in 
boyhood. Bring out the four points as in pupils' syllabus. 
They are presupposed from his skill in them years after- 
ward. Question on "b" and bring out that he was 
thinking how his people could be set free. Under "c" 
bring out that the overseer, though an Egyptian, liked 
Caleb because he was so good-natured and so strong. 
His fellow slaves also liked him because he always took 
the heavy end of the load. Note 6 is imaginative, but is 
in keeping with Moses' spirit when he struck the Egyp- 



32 TEACHERS' BOOK OF 

tian, and may be taken as typifying the feeling of all 
Hebrews who had any spirit. Under "e" state: Moses 
liked Caleb's rough-and-ready nature and his fondness 
for danger. 

2. Bring out here what a spy is, and why the work 
of a spy is so hazardous. Make clear what kind of men 
make good spies — fearless, with lots of nerve, quick 
witted, etc. Note in last clause of Numbers 13 : 2, 3 the 
kind of men chosen as spies. Mark an imaginary journey 
of the spies as they went two by two. Bring out: they 
had many hairbreadth escapes, they traveled by night, 
hid in the woods by day, swam rivers, climbed tall trees 
to see where the villages and rivers and valleys were. 
Make this as graphic as you can. Introduce "b" by 
asking what a mob is. Ask: is a mob good-natured? 
Get the answer that a mob always has an angry feeling 
against some one. Ask: who is the mob angry with 
here? What are they about to do with them? Ask 
why the mob is angry with them, and bring out the facts. 
Make clear that Moses and Joshua and Caleb held their 
ground, and contrast their conduct with that of lesser 
men under the same circumstances. " c " On outline 
map in Wilderness place a "C" and "40 years," and ask 
what Caleb did during these forty years. Draw pupils 
out into thought and expression, but conclude that he 
was one of Moses' "Cabinet." Explain the word cabinet 
by referring to the President's cabinet, "d" Bring out: 
Joshua made him one of his generals ; he was in the thick 
of the fight always; when there was any perilous work 
to do, Joshua always gave it to Caleb. Bring out the 
word reliable, or trustworthy, "e" Draw out from the 
pupils the facts of this incident, making clear that it 
was a hard task, and contrast Caleb's request with that 
of others who wanted land already conquered. From it 
conclude that Caleb was unselfish, and fond of doing a 
hard task. Bring out all the points under "f," putting 
the emphasis upon "both loved to do hard things." 

3. Have brief conversation about each of these points, 
drawing the pupils into expression as much as possible. 
For "why" under "a" get the word loyal, and make 
clear what it means. Under "b" get: thought a great 
deal of him, and gave him hazardous work to do. Under 



OLD TESTAMENT HEROES 33 

"why" get: because he did difficult things so well, "c" 
He was popular, because he loved them and dealt fairly 
with them, "d" Allow each pupil free expression, but 
get a reason why. 

4. Allow pupils to suggest, and as far as possible, use 
their answers. Bring out: "a" patriotic, as shown by 
his services to his people; "b" health and strength, as 
shown by his great activity and love of a hard task; 
" c " of great daring and courage, as shown in his work 
as a spy and soldier; "d J loyal to God, as shown by 
his courage in doing the right; "e" persistent and 
efficient, as shown in his success; "f" well liked, be- 
cause unselfish and kind. Get expressions on remaining 
questions, glorifying the love of a hard task. If there is 
time, ask pupils to name some hard tasks. Ask: what 
does God do with a hard task? and glorify God in His 
great work of heavenizing the world. Make clear that 
Caleb was like God in this: that he did hard tasks. 

5. Have pupils recite the memory verse, speaking of 
it as Caleb's motto. 

Topics for Co-operative Study of Next Lesson 

1. Outline map showing Gideon's home, Midianites, 
and place where the battle was fought. 

2. The models and drawing for next lesson. 

3. Leonidas and the Spartan band. 

4. Traits of character shown in Gideon's boyhood. 

5. In what incidents does Gideon's patriotism show 
itself? 

6. The condition of the Israelites in Gideon's time. 
Judges 6: 1-6. 



34 TEACHERS' BOOK OF 



LESSON 13 

GIDEON — A PATRIOT OF THE OLDEN TIME 

Lesson Material 

Same as in Pupils 7 Book. 

Illustrative Material 

On outline map locate Ophrah and draw a number of 
houses, one of them Gideon's. Draw a dance and feasting 
hall, and a church. Locate the Midianites. All through 
Ephraim draw tents to represent the invasion of the 
Midianites. 

Pictures: Gideon Chooses his Soldiers, Wilde, no. 411; 
Gideon puts the Midianites to Flight, Wilde, no. 412. 

Drawing of mountains with caves. 

Models: Piece of wool to represent fleece; matches for 
torches; badge with word " Jehovah" upon it. 

Teacher's Study Material 

Lesson material ; syllabus in Pupils 7 Book; Hours with 
the Bible, under Gideon in Index, Vol. 2; Representative 
Men; Bible Characters; article, Gideon, in Bible Dic- 
tionary. 

Suggestions for Teaching 

Have one pupil read his narrative of last lesson. Give 
other pupils a chance to criticise. Examine pupil's work 
and if one pupil has done exceptionally well, call the at- 
tention of the other pupils to it. Make much of the 
principle of praise for honest effort. Never find fault 
with the work of your pupils. Remember it is your task 
to create interest in the work. When your pupils are 
interested they will make an honest effort. This honest 
effort you can always commend, and is the condition of 
all true education. If any pupil is not interested you 
must induce interest — you cannot go on without it. 

1. Ask: which pupils were born in the country? Allow 
free talk. Ask: how country boys differ from city boys. 



OLD TESTAMENT HEROES 35 

Talk briefly about "b," making much of the words " noble 
looking " — good face and above average size. Bring 
out next the title by which he was known, and infer 
from this that he had done some heroic deed in battle 
or with wild beasts. Emphasize "d" by bringing out 
all the points in Note 7. Glorify his character, as shown 
in these acts. They show Gideon was a young man of 
courage and conviction. State: this dance and feasting 
house led many young men and women to do wrong. 
This greatly troubled Gideon. Ask: why? Draw pupils 
out in thought and expression — but get : because he 
knew it would bring misery and unhappiness to them and 
disaster to the nation. Ask how God felt about it, 
and bring out that Gideon felt as God did. What did 
he and his companions do one night? Bring out points in 
Note 8. Then ask: what do you call this in Gideon? 
Get: hatred of evil, and fearless in doing right. State 
next: he was a patriot like Washington. Ask what a 
patriot is, and what Washington did; then bring out all 
the facts under "f." State: many of the Israelites did 
not care, but it troubled one young man. Who? Why? 
Ask: what purpose did he form soon after? Make clear it 
was a great passion with him, that he talked and thought 
of nothing else, etc. Draw out also, that because God 
felt the way he did he was sure God would help him. 

2. Introduce what Gideon did for his country with a 
question or two about Washington. Make clear that 
Gideon did a similar work, and under "why" bring out: 
love of his people and country. Bring out the facts 
under "b": the blowing of the trumpet — a signal 
agreed on beforehand — the gathering of the army, the 
reduction to 10,000, the reduction to 300. Make clear 
that these were processes for weeding out the cowards; 
that the 300 remaining were men like Gideon, " desperate 
in their patriotism." Under "c" have pupil report on 
Leonidas, and then bring out the facts about Gideon 's 
battle. Introduce "d" by asking: did the American 
people honor Washington? Wliat honor did his country- 
men offer Gideon? His reply? Under "why" get: he 
thought personal character better for the people than 
laws, etc., and preferred to be a preacher and teacher. 

3. Allow pupils to talk freely here. Under "a" bring 



36 TEACHERS 7 BOOK OF 

out that most of the young men thought him too strict 
and called him a Puritan, but that his companions ad- 
mired him, and patterned after him. Trust pupils with 
"b" and under "c" bring out, they thought him fit for 
a king ; also his influence was so great, that as long as he 
lived they did right. Trust pupils with "d" and under 
"e" bring out, "well done, good and faithful." He was 
good — what is it to be good? He was faithful — to 
what? to whom? 

4. From your discussion reach the following: his clean 
life ; his hatred of evil ; strength and nobility of character, 
as shown in the fact that other young men accepted his . 
leadership ; his patriotism ; his practical wisdom, as shown 
in his generalship; his unselfishness, as shown in his re- 
fusal to be king. Talk about "f" briefly and follow 
suggestions under "g." 

5. Explain the memory verse, speaking of it as sug- 
gested in Pupils 1 Book, and ask: what are some of the 
evils we ought to hate? 

Topics for Co-operative Study of Next Lesson 

1. The Nazirites — an old-time temperance society. 

2. Samson's feats of strength. 

3. In what deeds does he show himself to be a practical 
joker? 

4. Some men in modern times famous for their strength. 

5. Models: cords to represent ropes, twigs to represent 
withes. 

6. Pictures from old quarterlies to show manners and 
customs. 



OLD TESTAMENT HEROES 37 



LESSON 14 

SAMSON — A STRONG MAN WITH A WEAK 
WILL 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Outline map, showing location of Zorah and other 
places. Make a mark to represent Samson's home. 
Locate the Philistines and cities mentioned. 

Pictures: Samson, Copley Print; college athlete; San- 
dow. 

Drawing: a group of men all laughing. 

Models: A piece of rope, and twig. 

Teacher's Study Material 

Syllabus in Pupils' Book; with the suggestions in mind, 
the lesson material; Hours with the Bible, Vol. 3, index, 
under Samson; Bible Characters; article, Samson in 
Bible Dictionary; Physiological Aspects of the Liquor 
Problem, edited by John S. Billings; experiments of 
Dr. Hodge of Clark University, in the Outlook for Sep- 
tember 26, 1903. 

Suggestions for Teaching 

Spend some time with the constructive work of last 
lesson. Call attention to the work certain pupils have 
done in illustrating their narratives. Refer pupils to old 
quarterlies of the International Lessons for pictures. Put 
these in the hands of the different pupils, if necessary. 
Watch your pupils and be eager to note the direction in 
which any interest is expressing itself, and encourage it 
to new effort. Later draw it out in some other direc- 
tion. 

1. Exhibit map showing tribes, and make clear that 
there was no king or central government. Each com- 
munity had to defend itself against enemies. The Philis- 



38 TEACHERS' BOOK OF 

tines have conquered Samson's " state/' and are oppressing 
them. 

2. Gather up all the facts about the early life of Sam- 
son. His parents were members of what may be called 
a temperance society, and Samson himself took the same 
vow or pledge. Bring out three things the members of 
this society would not do — not drink wine or any strong 
drink, not cut the hair or shave, not touch any dead 
body. Do not make much of Samson's hair. The con- 
nection between long hair and great strength is not 
established. The point to remember is that the Nazirites 
stood for the simple ancestral customs, and were a re- 
action against the fast life which was creeping in among 
the Israelites. In so far as Samson's great strength can 
be explained, it was due to the simple, godly life of his 
family and his own good habits. Ask: how Samson 
compared with other boys in his town, emphasizing the 
points raised in Pupils' Book. Ask: why football players 
and prize-fighters go in training. Bring out the things 
they do differently, and the things they give up. Under 
" c" bring out as in syllabus, and enlarge upon the subject 
of intemperance by bringing out the facts found in the last 
two items of the Teacher's Material. This is the side of the 
temperance question which will impress a young mind. 

3. Have pupil to whom this topic was assigned make 
his report. Talk briefly about each feat, and make 
clear that Samson's strength was the talk of the land. 
Wherever he went he was feasted and feted. Under "b" 
bring out what a practical joker is, and then briefly 
consider the three jokes mentioned. Bring out what 
constitutes the joke in each case. 

4. State: a joke once in a while may be good, but love 
of a joke is apt to carry one too far. This was the case 
with Samson. Refer to Fourth of July and Hallowe'en 
pranks. Bring out that Samson used his strength in no 
serious way against the Philistines but only in playing 
jokes upon them. This made his countrymen laugh, but 
did not better their condition. Bring out next what a 
temper is, and have pupils give names of men who have 
violent tempers. Bring out that Samson had a temper, 
and then talk briefly about the two occasions when he 
was angry and what he did. Do not blur over the fact 



OLD TESTAMENT HEROES 39 

stated under "c." It comes out clearly in the narrative 
and is one reason for his downfall. Emphasize "d" 
and "e," drawing pupils out into thought and expres- 
sion. 

5. Follow the narrative here. In answer to "why" 
under "a" do not be satisfied with: his hair was cut. 
In yielding to evil, and in following customs which in 
his early life he withstood, is found the deeper interpre- 
tation of the story. The body remains strong only so 
long as one lives correctly. When Samson fell into bad 
ways his strength departed. Bring out the points under 
"c" and"d." 

6. Ask here whether Samson was popular, and why, 
and bring out the difference between the popularity of a 
baseball player and that of a man like Lincoln or McKinley. 
For second trait use words, healthy and strong, and ask : 
why? Ask what a clown is, and for third trait write — 
somewhat of a clown. He was weak-willed, as shown in 
his failure to control his temper and his passions. As 
fifth trait, truly repentant, as shown in his reformation. 
Ask "e/' allowing free expression under first part, and 
under "why" bring out this conclusion: because he 
started out so well and would have been so grand had 
he kept true to the end. 

7. Explain the memory verse, making application to 
Samson. 

Topics for Co-operative Study of Next Lesson 

1. Picture or drawing of a poor widow 's house. 

2. Model: a few heads of wheat mounted on a card. 

3. In what acts does Ruth's great unselfishness appear? 

4. Her popularity — with whom and why? 



40 TEACHERS' BOOK OF 



LESSON 15 

RUTH — A STORY OF TRUE DEVOTION 

Lesson Material 

Read carefully the Book of Ruth. 

Illustrative Material 

Outline map showing location of Bethlehem and Land 
of Moab. Draw diminutive house in Moab and mark it 
E and N. A line between Bethlehem and Moab to 
represent the journey. 

Pictures: Elimelech and Naomi, Wilde, no. 413; Ruth 
and Naomi, Wilde, no. 414; Return of Naomi, Wilde, 
no. 415; Ruth Gleaning, Brown, no. 1976; Boaz and Ruth, 
Wilde, no. 416. 

Model: a few heads of wheat mounted on cardboard. 

Teacher's Study Material 

Syllabus in Pupils' Book, and with the questions in 
mind read the Book of Ruth. Hours with the Bible, 
index, Vol. 3, under Ruth; Bible Characters ; articles, 
Ruth, and Naomi, in Bible Dictionary; Stories from the 
Old, Old Bible, 

Suggestions for Teaching 

If more than one class in your school is studying this 
course, have a popular member from another class, who is 
doing good work, read his narrative to your pupils, and 
allow them to examine his Work-Book. This will act 
as a stimulus to your class. 

1. Follow closely the syllabus in Pupils' Book, bring- 
ing out in conversation all the points in the narrative. 
Show the severity of the famine by stating that the 
brooks, wells, and cisterns were dry, the cattle were 
dying, the corn and wheat had been consumed, many 
people were moving away, etc. The temptation is for 
the teacher to do most of the talking. Allow pupils to 
talk freely, questioning only when necessary to bring 



OLD TESTAMENT HEROES 41 

out the facts and give the right coloring. Introduce 
some imaginative material, as in Stories from the Old, Old 
Bible , for the sake of vivid impression. Bring out the dif- 
ferent experiences in Naomi 's home in Moab and awaken 
sympathy for her. Remember it is not simply the facts 
you are after, but impression; so your method of getting 
at those facts and the use you make of them are impor- 
tant. 

2. It is Ruth you seek to glorify here. Bring out as a 
background the facts about Naomi under "a," especially 
that she is old, without any property. Whatever relatives 
she has are in Bethlehem — as comes out later in the 
story, she has no very near relatives. Bring out next her 
purpose to return. This was prompted by the very 
natural desire to be with her relatives and friends, and 
her wish not to be a burden to her daughters-in-law. 
Glorify Ruth and Orpah for their purpose to go with her, 
and contrast with it the conduct of many others who 
would have been glad to get rid of her. Make clear that 
Naomi does not want her daughters-in-law to put them- 
selves out to care for her, but that they insist. Each 
wants to do more than the other wants to receive. Em- 
phasize this. Make something of the imaginative ma- 
terial introduced in Note 9. The basis for it is in 1:9. 
Against this background Ruth's decision becomes all the 
more unselfish, and makes more beautiful her memorable 
words in 1:16. Bring out here all the facts in Note 10. 
Make clear that they are poor and that Ruth did what 
all the poor people did then for a living. She offered to 
do it. Ask for illustrations of persons to-day who do 
washing, etc., to support some one else. Follow the story 
to the end, emphasizing the point that Boaz was kind 
to Ruth and fell in love with her, and thought all the 
more of her because of her devotion to Naomi. 

3. Allow free expression here. If the lesson has been 
well taught there will be free replies. Under "c" get: 
God was well pleased; and under "d" the word admire. 

Use "4" as a test of the pupils' knowledge and the 
impression you have made. Bring out: " a " sweetness, 
as shown in all her actions; "b" devoted, as shown in 
her going with Naomi and supporting her; "c" humble, 
as shown in her willingness to let it be known they were 



42 TEACHERS' BOOK OF 

poor; "d" unselfish, as shown by her refusal of the 
prince; "e " happy — why happy? 

5. Explain the memory verse, making an application 
to Ruth, and to other instances of unselfish devotion. 

Topics for Co-operative Study of Next Lesson 

1. Work on outline map: places marked, etc. 

2. The priests: who they were and what they did. 

3. The prophets: the kind of men they were. 

4. What is conversion, and in what experience in 
Samuel's life does his conversion appear? 

5. What acts in Samuel's life show he had great and 
good purposes? 



LESSON 16 

SAMUEL — A BOY MEN ADMIRED AND LOVED 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Outline map showing location of Ramah and Shiloh. 
Near Shiloh make drawing to represent a big church. 
Draw a line between the places. 

Picture of Samuel, Wilde, no. 417; temple or a great 
cathedral. 

Model: A small book marked " scriptures." 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; Hours with 
the Bible, Vol. 3, index, under Samuel; Bible Characters; 
Representative Men of the Bible; Men of the Old Testament; 
article, Samuel, in Bible Dictionary; Stories from the Old, 
Old Bible. 

Suggestions for Teaching 

Devote a few minutes to the last lesson. Examine the 
work of each pupil every Sunday before deciding which 



OLD TESTAMENT HEROES 43 

one you will have read. If a dull pupil has done good 
constructive work give him a chance to read his narrative. 
If possible, induce pupils to examine each other's work. 
Vary your method, but make much of the great principle 
of commending honest effort. Remember that your 
pupils will not be interested if you are not ; so make sure 
of your own interest. 

1. Question for answers to "a," but bring out that 
the Nazirites were old-time Puritans. Explain the word. 
Question briefly about Hannah — what she had been 
praying for, and her vow. Make clear that her prayer 
was answered and that she kept her vow. Ask: where 
did Samuel spend his childhood? Why in the priest's 
house at Shiloh? Make clear that Samuel was there to 
be trained for the priesthood. Bring out by question all 
the points under "c," talking briefly about each, "d" 
This is imaginative but in complete keeping with the 
biblical narrative, and fascinating and illuminating to 
the mind of the pupil. It may explain his own confused 
feelings. It also glorifies a Christian choice, which is 
sure to deeply impress pupils of this age. "e" This 
seems to me the best explanation of this wonderful 
experience. This conviction was the spring of all his 
action, and was without doubt the form in which God's 
word came. Samuel was the only one who felt the 
burden of God's work — no one else seemed to care. 

2. The two points to bring out under "a" are: faithful 
and popular. He was faithful because he wanted to 
have the people think well again of the tabernacle and 
come to it ;. and he was popular because he was modest, 
earnest, and courageous against wrong, and successful in 
winning the people back to God. Read to the class, 
I Sam. 2:26. "b" Make clear here that Samuel was 
opposed in his work by these two men. Bring out, if 
you see fit, some forms of their wickedness, I Sam. 2: 12- 
17, 22; how Samuel, though younger than they, rebuked 
them, and how they called him " upstart" and threatened 
to beat him. Picture Samuel at the temple preaching 
to the people, "e " Picture him preaching to the people. 
They came from far and near to hear him. Make clear 
that many of them gave up their wicked ways. 

3. Allow pupils free expression here. "What others 



44 TEACHERS' BOOK OF 

thought" and "marked traits," are in the nature of a 
review. Do not allow pupils to give stereotyped answers. 
Draw them out in thought and expression and always 
ask the "why" of their answer. Under "a" get: he was 
his favorite because he was faithful; "b" while yet a 
young man his fame as a preacher, and his contest 
with Hophni and Phineas became known to the people, 
and they admired and loved him; " c" he grew in favor 
with God, because he was so holy, spoke so earnestly, 
and worked so hard for His cause; "d" Hophni and 
Phineas envied him because he was so popular, and hated 
him because he exposed their wrong-doing. 

4. If possible, induce your pupils to talk freely here. 
To each suggestion ask in what act it is shown. Guide 
them into the following: "a" reverent and devout, as 
shown in his prayers, and his love of spiritual things; 
"b" consecrated and faithful, as shown in the way he 
did his work; "c" great purposes, as shown in the 
work he undertook; "d" fearlessness, as shown in his 
rebuke of the bad priests. Also, strong and lovable 
personal qualities, as shown in his popularity. Find out 
the opinion of the class on "e," and get from each pupil 
an answer to "f " with the "why" therefor. 

5. Explain the memory verses: the first, how Samuel 
felt when he yielded his life to God; the second, what he 
said when it came to him that he must devote his life to 
God's work. 

Topics for Co-operative Study of Next Lesson 

1. Outline map with places where Samuel judged the 
people, marked and connected with a line. 

2. The traits of character shown in Samuel 's crusade 
against the Philistines. 

3. What incidents show Samuel to have been the 
foremost person in the land? 

4. Samuel's work as a Judge: what did it consist of? 

5. Samuel's relations with Saul — three stages in their 
friendship. 



OLD TESTAMENT HEROES 45 



LESSON 17 

SAMUEL — THE FIRST MAN IN ALL THE LAND 

Lesson Material 

Same as in Pupils' Book, and I Sam. 9, 10, 12, and 16. 

Illustrative Material 

Outline map showing Ramah, Shiloh, Mizpah, Gilgal, 
Bethel, and Bethlehem; connect the first five of these 
with a line to show Samuel's frequent journeys to them. 
Pictures of a great preacher, a professor, and a judge, or 
write the words with a plus sign between them. 

Model of scales to represent justice. 

Teacher's Study Material 

Pupils' Syllabus; lesson material; other books same as 
in last lesson. 

Suggestions for Teaching 

Have one pupil read his narrative of last lesson. Have 
other pupils criticise. If any part of his narrative is 
objected to, have pupil objecting read similar paragraphs 
in his own work. Take care in assigning the topics for 
co-operative study. Suit them to the interest and ability 
of the members. Do not make the mistake of not ask- 
ing for their reports. Keep the reports brief — very 
brief. 

1. By question bring out that Samuel preached for 
twenty years to the people of the hill country. Ask: 
what did he say in his sermons? After pupils have 
expressed themselves use the references in Pupils' Book. 
Picture Samuel going from village to village, preaching 
to great congregations. Make clear that he could not 
be satisfied doing anything else. Bring out by question, 
that the people in the hill country liked him. State: 
while Samuel was busy preaching among the hills, matters 
were going very badly at Shiloh. Bring out all the facts 
of the story in I Sam. 4, emphasizing especially how 



46 TEACHERS' BOOK OF 

Samuel felt when he heard the Philistines had conquered 
the country, and that the people were adopting heathen 
customs. Glorify Samuel as he went everywhere preach- 
ing, urging the people to give up the bad ways of the 
heathen. Many who had been friendly with the Philis- 
tines now came back to the good Hebrew way of living 
and drove the Philistines out of the country. So great 
influence did Samuel have with men that as long as he 
lived the people loved him and held fast to the simple 
ways of Abraham, Isaac, Jacob, and Moses. Make clear 
next, there were no courts in those days to settle dis- 
putes; whenever men had a dispute they went to Samuel. 
Glorify his fairness and honesty. There was no king or 
legislature to make laws, the people asked Samuel's 
advice and did about as he said. Bring out also that 
to preserve the old-time customs he founded schools to 
train young men to be prophets like himself. State also 
that many of the people wanted a king. Do not follow 
the story too closely — get to the point that has value 
for you — the fact that the people trusted Samuel to 
select their king for them. Make much of this. It 
shows his immense popularity and influence. Ask: who 
did Samuel select? Why? 

2. Explain "a": to live right is better than going to 
the temple and sacrificing, and then living wickedly; 
and "b" believe in Jehovah and serve Him, for he has 
done, and still will do, great things for us. Read part of 
I Sam. 12. 

3. Allow free expression here, leading pupils into 
thought and expression on each topic: "a" God was 
pleased, because he was noble and great, and did a great 
work for Him; "b" all Israel loved him, as shown by 
their sorrow at his death ; there was a great funeral — 
his body lay in state and thousands upon thousands 
passed in line to take a last look; "c " long years after 
they removed his remains to Constantinople and built a 
great tomb in his honor. Ask: why? 

4. Bring out here: "a" great love for the people, as 
shown in his twenty years' work among the hills; "b" 
patriotism, as shown in his fight against the Philistines; 
" c " practical wisdom, as shown in his founding schools 
to continue his crusade against heathen customs; "d" 



OLD TESTAMENT HEROES 47 

honest and fair, as shown in his work as a judge; see 
I Sam. 12: If. 

5. Explain the memory verse as a statement of what 
God gives to men who do good. He gave these things 
to Samuel. 

Topics for Co-operative Study of Next Lesson 

1. How the prophets differed from the priests. 

2. The names of some famous prophets. 

3. Some marked traits of character in the prophets. 

4. The names of some colleges to-day. 

5. Some great preachers of modern times. 



LESSON 18 

"SONS" OF THE PROPHETS — CHOICE YOUNG 

MEN IN SCHOOL 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Outline map with a "college" at each of the following 
places, Raman, Mizpah, Gilgal, Shiloh, Bethel. 

Pictures: Sargent's Prophets, Wilde, nos. 504-507; 
college president or professor, college buildings, group of 
students, etc. 

Models of cross, or sword, to suggest how some of the 
prophets were put to death. 

Teacher's Study Material 

Suggestions in Pupils' Book; Hours with the Bible, 
Vol. 3 and 4, index under Prophets; The Prophets of 
Israel, Willett ; articles, Prophets, and Sons of the Prophets, 
in Bible Dictionary. 

Suggestions for Teaching 

Examine pupils' work on last lesson and spend some 
time in familiar conversation about the constructive 
work. Allow pupils to examine each other's work. 



48 TEACHERS' BOOK OF 

Commend — commend — commend — not only the work 
well done, but any evidence of honest effort. Ask for 
reports on co-operative study. 

1. A short study of the priests is given here to make 
a background to the prophets. Bring out the hereditary 
nature of the office which resulted in so many worldly 
men being priests. 

2. There are three facts here: the prophets were relig- 
ious men; they were laymen, who did all they could for 
righteousness, and all they could against evil; and they 
were moved by deep conviction to do what they did. 
"b" They did not believe in a ceremonial religion, as 
the priests did, but in repentance and godly living. Ask 
what these words mean. Bring out that the priests and 
prophets did not get along well together. 

3. Ask pupils to name some colleges, then state: there 
were schools in the olden time. Ask: what were the 
young men called who attended these schools? the title 
the students gave the head or president? "b " Bring 
out: they lived in communities like our colleges; they 
worked as laborers at times to support themselves; they 
went through the land in groups as minstrels, singing and 
preaching and teaching the people. They were popular 
with the good people, and rich men sometimes gave them 
money. "c" Ask for the number of these schools, how 
many pupils, and what kind of young men only could 
enter. Explain " choice" as the best of a kind, including 
in it a desire to be good and to do good, "d" Ask 
what studies college students study now and what the 
"Sons" of the Prophets studied. Refer to their contact 
with the "master" of the school. Bring out the 
change that came over them while in the school — they 
caught the spirit of their "master" and came to have a 
passion for God, and the welfare of the people. They 
became in a true sense God's men, strenuously upholding 
his cause, and fearlessly doing what God wanted them 
to do. Make much of this: God lived in them. 

4. "a" Emphasize the fact that some great wrong in 
king or government or people aroused the prophet and 
gave him a message. Ask what a reformer is, and speak 
of the prophets as reformers. " b " Define their character 
and work further by these words : they were puritans and 



OLD TESTAMENT HEROES 49 

patriots, and bring out the meaning of these words. 
Under "c" and "d" glorify the fearlessness, patriotism, 
and loyalty to God, which made all of them suffer perse- 
cution and brought many of them to their death. Refer 
to the manner of the death of some of them. 

5. Trust the sense of the pupils to correctly interpret 
the feelings of others toward these God-filled men. Under 
"c" bring out: they regarded themselves as God's men, 
and entitled to speak for Him. 

6. Reach the following; "a " serious-minded, as shown 
in their going to such schools, and willingness to work 
their way through college; "b" sincerity, as shown in 
following the impulse to do right when it came; "c" 
fearlessness, as shown in their opposition to kings and 
nobles; "d" moral heroism, as shown in their loyalty 
to the right regardless of consequences; "e" patriot- 
ism, because they had the welfare of the nation always 
at heart; "f " holiness, as shown in their deep sense of 
wrong-doing. 

7. Talk about the memory verse, as meaning a good 
life in contrast to mere forms. 

Topics for Co-operative Study of Next Lesson 

1. Work on outline map. 

2. A drawing showing Saul's stature compared with 
others. 

3. The personal characteristics of Saul, his looks, etc. 

4. The secret of his immense popularity. 

5. The relations between him and Samuel. 



LESSON 19 

SAUL — A CHOICE YOUNG MAN WHO STARTED 

OUT WELL 
Lesson Material 

Same as in Pupils' Booh. 

Illustrative Material 

On outline map locate Gibeah, where his home was, 



50 TEACHERS' BOOK OF 

Gilgal, where he went to college, Mizpah, where he was 
elected king, and Gilgal, where he was crowned king. 
Near Gibeah draw a farmhouse, and near Gilgal another 
house to represent a college. 

Pictures: Samuel Anointing and Blessing Saul, Wilde, 
no. 473. 

Model : a crown. 

Teacher's Study Material 

Suggestions in Pupils' Book, These are always pains- 
takingly worked out and deserve careful study. Hours 
with the Bible, Vol. 3, index, under Saul; Bible Characters; 
article, Saul, in Bible Dictionary; Stories from the Old, 
Old Bible. 

Suggestions for Teaching 

Make sure that each member of the class does the 
constructive work. The course relies as much upon this 
after-work as upon study of the lesson beforehand. It 
fixes the impression made in the class. 

1. Bring out the facts about Kish and Saul. It is 
evident Kish was a man of some importance and standing 
in the community. The expression, " mighty man of 
valour/' would suggest either feats in battle or adventure 
with wild beasts. Make clear that Saul had many excel- 
lent personal qualities, as well as height: modesty, manli- 
ness, piety. Make clear that the people in the village 
where he lived all spoke well of him. Bring out his 
physical excellences: tall and handsome, could run as 
fast as an eagle could fly, and people said he was as strong 
as a lion. In all athletic sports he was the champion, 
very popular among the young men — the village hero. 
In border warfare with the Philistines he was a dashing 
soldier. Bring out also that he went to Samuel's school 
at Gilgal, that he was liked by Samuel, was popular with 
the young men there, that while in school a great desire 
to serve God and to make his country great entered his 
heart. Make much of this — it explains Samuel's choice 
of him as a king, and his words — "as for me and my 
house we will serve the Lord." 

2. As Saul becomes better known he grows to be a 
universal favorite — everybody likes him and speaks well 



OLD TESTAMENT HEROES 51 

of him. He did something which does not appear in the 
biblical narrative — advocated the union of all the tribes, 
or led an army and defeated the Philistines. Something 
like this is necessary to explain his immense popularity. 
When the subject of the kingship is mentioned there is 
only one reply — "Saul is the man." This comes out 
in I Sam. 9:20. Bring out also that Samuel favored 
Saul for king, because he had good personal qualities. 
Note the way in which Samuel showed his choice of 
Saul — invited him to dinner with thirty prominent men 
and placed him in the seat of honor, etc. Question pupils 
about Saul's election, but do not refer to the method by 
which it was done. The choice was unanimous, and 
that is the point to bring out. In picturing the corona- 
tion, refer to the great crowd present, Saul's modesty, as 
shown by his hiding among the wagons, the sending a 
committee to bring him, his standing up before the great 
crowd, Samuel's speech and the shouts of the people, his 
selection of God-fearing men as his officials, as appears 
in 10: 26. Refer to the insults of a few men, that some 
of the people wanted him to punish them, and glorify 
Saul's magnanimity in refusing. Bring out that he was 
first crowned king of one or two tribes only, but he did 
so well that he was made king over all Israel. The basis 
for this is in I Sam. 11: 14, 15. 

3. "a" God was well pleased with him. Ask: why? 
"b " Samuel regarded him as the most competent person 
in all the land for king. " c " The people liked him 
because of his kingly appearance, his manly qualities, 
and his patriotic spirit, "d" He was humble and 
modest, depending not upon himself but upon God for 
success, "e " To obey God and be a good king. 

4. Bring out here: "a" fine personal qualities — good 
looks, tall, strong body, etc.; "b" Godliness, as shown 
in his faithfulness to his religious duties; "c" modesty 
and meekness, as shown in his not seeking the kingship; 
"d" lofty purposes, as shown in his being at the first 
a good king. 

5. Explain the memory verse, bringing out: unassum- 
ing, not easily provoked, not headstrong, and that God 
truly leads such a person. Because Saul was meek when 
a young man, God guided him. 



52 TEACHERS' BOOK OF 

Topics for Co-operative Study of Next Lesson 

1. Outline map showing location of Gibeah, and the 
five nations against whom Saul waged wars. 

2. Saul's wars, I Sam. 11, 13; 14:47-52. 

3. Saul's fits of madness. 

4. The causes of his failure. 

5. What is a haughty spirit? 



LESSON 20 

SAUL — A KING WHO WAS NOT KINGLY 

Lesson Material 

Same as in Pupils' Book, and I Sam. chapters 18-30. 

Illustrative Material 

Outline map with Gibeah and nations Saul conquered, 
marked. 

Pictures: Saul Rejected as King, Wilde, no. 474; David 
Playing before Saul, Wilde, no. 477; a palace. 
Models: battle flags. 

Teacher's Study Material 

Syllabus in Pupils' Book; Browning's Poem, Saul; other 
books same as in last lesson. 

Suggestions for Teaching 

Have one of your pupils read the narrative of last 
lesson. Do not slight, nor allow your pupils to slight, the 
constructive work. Whether they do this work is the 
test of their interest, and interest is the open door through 
which the result you seek must come. If you put yourself 
into your work and are really interested in it, you will 
find even your most diffident pupil catching your interest. 
To arouse and sustain your own interest is your task. 

1. Question about Saul's army: the two kinds of sol- 
diers — regulars and militia, and the difference. Bring 
out the facts about his body-guard — what a body-guard 
is, and the character of the men forming it — tall and 



OLD TESTAMENT HEROES 53 

valorous. Ask for the report of the pupil to whom the 
subject of Saul's wars was assigned. Ask another pupil 
to show the location of these nations on his outline map. 
Emphasize Saul's genius as a leader and skill as a general. 

2. State: Saul's successful wars added to his popularity. 
His name was on every tongue. His people paid him 
great homage and respect. Bring out his qualities as 
evidenced in his statesmanship and generalship, as follows : 
bravery, willingness to take advice especially from 
Samuel, reverence for God, and the beginning of an 
impulsive rashness. 

3. Develop this topic carefully, "a" Have verses 
designated in Pupils' Book read, and draw from them: 
Saul is puffed up by his successes. Make much of "b." 
Everything goes to show that Saul could not bear to be 
opposed. Bring out the facts under "c" "d" and "e," 
following the leading of the Pupils' Book. Under "c" 
read as impressively as you can parts of Browning's Saul. 
Talk about Saul's fits of frenzy, and call attention to 
that part of Browning's Saul which represents him sitting 
motionless against the tent-pole, etc. Bring out also 
what Saul did when in these spells — threw a javelin at 
David, at Jonathan, etc. "d" Two causes may be 
mentioned : bad temper and worry. He flew into a rage 
whenever he was opposed, and these periods of intense 
emotional excitement not only left him utterly exhausted, 
but gradually weakened his mind. He brooded over his 
troubles, "e" Refer to the method his friends used to 
get him out of these spells, "f" Make clear that Saul 
at first loved David, but that his feeling changed when 
David grew popular. Refer to the malignant hate of 
Saul which pursued David all over the country to kill 
him. Bring out that there were brief periods when his 
old-time self came back; then he would promise not to 
injure him, but it would not last long, "g" Make clear 
he was oppressed by the fear that God had forsaken 
him, and that in his desperation he consulted witches. 
The God in him truly had gone out! 

4. Get expressions under "a," using the reference. 
Under "b" get: Samuel was sorry he ever selected him 
as king. " c " The people no longer loved him, many of 
his best generals left the army. Under "d" get: feel 



54 TEACHERS' BOOK OF 

sorry for him or pity. Then ask: why? Ask "e" and 
"f," permitting free expression. 

5. Bring out here the following facts: Saul has a small 
army, he is not fit to command it, is defeated, and in 
disgrace commits suicide. 

6. Ask what pride is; what Saul was proud of. The 
meaning of haughty spirit — the overvaluing of one's 
self in comparison with others. Summarize the other 
verse — forgetful of God and trust in one's self. 

Topics for Co-operative Study of Next Lesson 

1. The friendship between Damon and Pythias. 

2. The friendship between David and Jonathan. 

3. Jonathan's athletic qualities and skill. 

4. His immense popularity. How shown, and to what 
was it due? 

5. In what ways did Jonathan show his love for 
David? In what ways did David show his love for 
Jonathan? 



LESSON 21 

JONATHAN — A TRUE FRIEND 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Outline map with Gibeah, Geba, Michmash, Mountains 
of Judah, marked. 

Pictures: David and Jonathan, Wilde, no. 478; pictures 
from old quarterlies, to suggest manners and customs. 

Models: swords, bows and arrows, girdle, a crown 
marked, "For Jonathan." 

Teacher's Study Material 

Syllabus in Pupils' Book, and with these suggestions 
in mind read the lesson material. Hours with the Bible, 
index, Vol. 3, under Jonathan, Representative Men of the 
Bible; Men of the Old Testament; Bible Characters; article, 



OLD TESTAMENT HEROES 55 

Jonathan, in Bible Dictionary; Stories from the Old, Old 
Bible; Poem, Damon and Pythias. 

Suggestions for Teaching 

Have a pupil from another class read his story of the 
last lesson. Send one of your pupils to his class. You 
will find this will work well. Give pupils the privilege 
of commending each other. 

1. Ask what a prince is, and get examples. Question 
about the king's body-guard, and bring out that Jonathan 
was a member. Ask: what does this tell us, then, about 
Jonathan's height and valor? "c" Bring out that he 
was good-looking. "d" Talk about his athletic qualities — 
he was strong and a good runner, excellencies which were 
much prized and meant much in a soldier in those days. 
Spend a little time with "e." Make clear that he was a 
good marksman, that he had many bows, and that some 
of them were prizes in contests for marksmanship. Talk 
next about Jonathan's religion, that he was prayerful 
and devout, was full of good thoughts about God and 
had lofty purposes for his own life. Have pupils name 
some faults common to young men and then ask whether 
Jonathan had those faults, "g" Ask whether Jonathan 
was popular. Refer pupils to I Sam. 14:36-46. His 
popularity is proved by the soldiers rescuing him from 
Saul's rash vow. Then ask: what made Jonathan popu- 
lar? Get in answer: the sweetness of his spirit, his un- 
selfishness, the charm of his manner, his feats of daring. 

2. Review the fact that he was appointed to the 
king's body-guard — a great honor — and bring out again 
the reason why — tall, strong, and brave. Ask pupils to 
imagine how he looked in his fine uniform, and glorify 
his popularity with the other members of this famous 
band of warriors. Bring out next that Saul appointed 
him as one of his generals — Saul himself was the other — 
and that though young he was entrusted by his father 
with many hazardous enterprises. Refer to the fact that 
as the king's son he had reason to expect he would succeed 
his father as king. 

3. The point here is that Jonathan and his armor- 
bearer surprised the sentries of the Philistines and created 
a panic among the whole army. Call attention to Jona- 



56 TEACHERS' BOOK OF 

than's daring in going against so many, and his practical 
wisdom as seen in his plans. Recall the many campaigns 
of the king, and picture Jonathan in the hard battles 
which were fought — in the thick of the fight alway. 
Bring out under "c" the devotion of Jonathan to his 
mad father — others abandoned him, but Jonathan stands 
by him to the end. Make much of this. 

4. Bring out the facts of this remarkable friendship, 
following the suggestions in the Pupils' Book. Under 
"c" bring out the five gifts, calling attention especially 
to the sword and bow and girdle. The sword and the 
girdle were especially valuable, probably set with jewels, 
and were marks of great honor; while the bow was his 
favorite bow with which he fought so valiantly. Jonathan 
wants to put David on a level with himself, bridging by 
his gifts the social chasm between them. Compare with 
Damon and Pythias. Refer to what is said about Jona- 
than's love for David, "he loved him as his own soul" 
— loved him as much as he loved himself. Call atten- 
tion to the fact that- this expression occurs twice, 18:3, 
20: 17, and refer to what David says about Jonathan's 
love in II Sam. 1 : 26 b. Bring out that Jonathan shields 
David from his father's plots; in regard to the kingship, 
that Jonathan was the natural successor of Saul, but that 
he will do nothing against David's chances. Make much 
of Jonathan's unselfishness in this matter. It is truly 
grand. "Love seeketh not its own," and "love is of 
God." 

5. Pass over this topic rapidly, putting emphasis upon 
the "whys." Under "c" bring out what David said in 
II Sam. 1: 17 f., and that in honor of Jonathan he took 
care of his lame son, and had all the boys taught a 
song, named The Song of the Bow in memory of him. 
Read impressively from Revised Version, II Sam. 1: 17 f. 
"d" Picture here the valiant men going by night and 
rescuing the bodies, out of gratitude to Saul and Jona- 
than. 

6. By question bring out here the following: "a" a 
superb body, as shown in his physical excellencies; "b" 
manliness and a charming personality, as shown in his 
wonderful popularity; "c" courage and skill, as shown 
in his being a successful soldier; "d" loyalty to his 



OLD TESTAMENT HEROES 57 

friends, as shown in his friendship. Get from each pupil 
what he most admires. 

7. Explain memory verse as showing what a great 
love does — it makes one forget himself. It reached its 
perfection in Jesus, but it was glorious in Jonathan. 

Topics for Co-operative Study of Next Lesson 

1. Model of sling, and stones. 

2. David 's athletic qualities. 

3. Some of his accomplishments. 

4. Traits of character prominent in his youth. 



LESSON 22 

DAVID — THE MAN AFTER GOD'S OWN HEART 

Lesson Material 

Same as in Pupils' Booh. 

Illustrative Material 

Outline map with Bethlehem marked; a farmhouse. 
Gibeah marked; drawing to represent a palace. Locate 
Socoh and Elah, I Sam. 17: 1. 

Pictures: Anointing of David, Wilde, no. 475; David 
Playing before Saul, Wilde, no. 477; David in the Camp 
of Saul, Wilde, no. 479; David and Goliath, Wilde, no. 
476; Flock of Sheep. 

Models: sling and stones. 

Teacher's Study Material 

Syllabus in Pupils' Book. Hours with the Bible, Vol. 3 ; 
Bible Characters; Men of the Old Testament; Representa- 
tive Men of the Bible; article, David, in Bible Dictionary. 

Suggestions for Teaching 

Do not ask questions on the last lesson. Examine the 
constructive work and have one of the pupils read his 
narrative. Correct mistakes in facts, and especially in 
impression, and let it end at that. Do not insist upon 



58 TEACHERS' BOOK OF 

an accurate remembrance of all the facts. Your task is 
to beautify and glorify personal qualities. Do this as 
well as you can, and trust it to make its own appeal. 

1. Bring out the facts here to give a setting to the 
lesson. Under "c" bring out: they cared less for per- 
sonal qualities and were less gifted than David. 

2. "a" Get from the reference the words: beautiful, 
goodly, and comely, and bring out the meaning of each. 
"b" Get the word ruddy, and bring out — his cheeks 
had a glow which showed his good health. " c " Study 
this reference for yourself. 

3. Pass quickly over "a" to "e," getting under "a" 
a fast runner, "b," a high jumper, "c," great strength 
— this comes out also in his adventure with the wild 
beasts, "d" Emphasize the word "expert" here, and 
under "e" the word "skillful," and compare his playing 
with that of others. Read to pupils the part of Brown- 
ing's Saul which relates to David's playing, "f" Throw 
the emphasis here and bring out the meaning of the 
words, "a man after God's own heart" — just such a 
person as God desired. Call attention to his trust in 
God as it comes out in 17: 37, 45. No sin came into his 
young life. He was a truly promising young man, with 
great ability, many personal charms, and w T ith a "taking" 
way about him. Bring out the reason for his popularity. 

4. Under "c" bring out all the facts, contrasting his 
courage with the fear of all the professional soldiers. 
Make clear that it was not mere rashness. His heroic 
action sprang from a conviction that God would use 
him for the deliverance of His people. Glorify this deed. 
Refer to the effect it had upon his popularity — he was 
the hero of the hour. Pass quickly over the little touch 
of realism under "d," and strengthen the impression 
made by following the suggestions under "e." 

5. Plan to spend some time with this topic. Make 
clear that Samuel secretly selected David to be king in 
place of Saul, because he had such excellent qualifications ; 
of these a deep religious nature and willingness to follow 
God was prominent. National greatness, the true Jew 
saw, depended upon obedience to the laws of God, and 
so only that man was fit to be king who himself was in 



OLD TESTAMENT HEROES 59 

fellowship with God. Have pupils use the references, 
trusting them for the "whys." Under " d " make clear 
that God loved him, and was using him to accomplish 
His great purposes. 

6. Bring out here: "a" deeply religious, as shown in 
his habits and beliefs about God; "b" courageous, as 
shown in his exploits; "c" faithful, as shown in his 
work as a shepherd; "d" taking personal ways, as 
evidenced in his popularity; "e" good native endow- 
ment, as shown in his athletic qualities and accomplish- 
ments. Ask the two remaining questions. Do not press 
unduly for an answer to the second. 

7. Explain the memory verse, speaking of trust in 
God — that is, trust in the spiritual side of life, and God 
as the inspirer of it — as the reason for his success. 

Topics for Co-operative Study of Next Lesson 

1. David's outlaw life — the places visited and the 
methods he used to avoid capture. 

2. How he felt toward Saul all the time Saul was 
seeking to kill him. 

3. Instances when David did or said just the right 
thing. 

4. The secret of his immense popularity. 

5. The positions he held in the government. 

6. The story of the civil war. 



LESSON 23 

DAVID — THE POPULAR IDOL OF THE PEOPLE 

Lesson Material 

Same as in Pupils' Book and the intervening chapters. 

Illustrative Material 

Outline map showing location of Ramah, I Sam. 19: 18; 
Nob, 21:1; Adullam, 22:1; Mizpah of Moab, 22:3; 
wilderness of Judea, 23: 14; Engedi, 24: 1, etc., Hebron, 
Jerusalem. Connect all these with a line to show David's 
wanderings. 



60 TEACHERS' BOOK OF 

Pictures: King David, Wilde, no. 481; David showing 
Saul that he had spared his Life, Wilde, no. 480. 

Models: two crowns — one marked "Judah," the 
other "All Israel." 

Teacher's Study Material 

The syllabus in Pupils 1 Book; lesson material with the 
points of the syllabus in mind; other material same as 
in last lesson. 

Suggestions for Teaching 

From this point the teacher will use his own method 
to sustain the interest in the constructive work. While 
these suggestions are given to open up the lesson, the 
teacher will find it to his advantage not to follow them 
too closely. No help another gives can make up for 
the lack of careful lesson preparation. An honest in- 
vestment of study in preparation of the lesson is neces- 
sary to give the teacher a vital interest. It is this 
interest which the teacher needs more than material and 
method. The teacher must put an honest part of himself 
into his task. Material and method and impulse will 
all fail if the teacher does not make them vital with his 
interest. 

1. Bring out by question the steps by which David 
rose to power, talking briefly about each. Make clear 
that he did well in all these positions, and recall again 
the reason given — because he kept God with him. 
Throw the emphasis upon "f." Make clear that he was 
immensely popular, and have pupils suggest answers to 
the question: what made the people love him? Call 
attention to the comparison of David in 18 : 30 with 
Saul's other officers. Put an additional touch to his 
popularity by calling attention to a song the women 
sung when the army was returning from one of its cam- 
paigns. 

2. Do not try to follow the historical course of the 
narrative here. It is David's character you want to 
bring out — take only such events as will serve this 
purpose. Refer to Saul's jealousy and persistent pursuit. 
Throw the emphasis upon David's skill in escape. Take 
up the lesson point by point as indicated in the syllabus, 



OLD TESTAMENT HEROES 61 

bringing out all the facts by a rapid series of questions. 
Opportunities come to David to kill Saul, but he does 
not take advantage of them. Ask: why? Saul accused 
David of plotting to be king. Was this so? Allow 
pupils free discussion. 

3. Bring out by question the facts under "a," "b," 
and "c." It is clear there was some feeling between 
Judah and the other tribes, caused perhaps by SauPs 
efforts to kill David, by his failure to protect Judah from 
the Philistines, or by some events which do not come out 
in the narrative. Upon Saul's and Jonathan's death 
Judah carries out her purpose to have a king of her 
own, and David is crowned. Bring out by question that 
Abner proclaims Ishbosheth, the only remaining son of 
Saul, king, and for seven and a half years there is civil 
war. Talk about Joab and Abner for a little while — 
they were both great soldiers — and then bring out 
David's horror of treachery, as shown in Abner 's and 
Ishbosheth 's death, and his love of fair play. Refer to 
David's gracious treatment of the bodies of the defeated 
heroes. This had much to do with winning the other 
tribes to him. Look through the entire life of David to 
see his fine sense of what is fitting — how in difficult 
circumstances he does just the right thing — his actions 
always commend themselves to the people. II Sam. 3 : 36. 
He says just the right thing. 38. 

4. The chief men of the other tribes come to David 
and offer him the kingship of the whole land. He accepts 
and is crowned king. 

5. Direct the conversation to David's skill in eluding 
capture and get the word resourceful. In reference to 
his treatment of Saul get the words: reverence for the 
king. From his control over his band of outlaws get the 
words: tact in handling men. From his horror of treach- 
ery get: love of fair play; and from his treatment of the 
vanquished get : a fine sense of what was fitting. Con- 
centrate and emphasize by asking the next three ques- 
tions. 

6. Refer to the memory verse as giving the reason for 
his advancement. Generalize: any man who has in him- 
self the qualities of God will be great. 



62 TEACHERS' BOOK OF 

Topics for Co-operative Study of Next Lesson 

1. Outline map showing nations with which David 
waged wars. 

2. Outline map showing size of David's kingdom before 
and after his wars. 

3. David's versatility — the things he could do well. 

4. The evidence we have of his deep religious nature. 

5. His great sin and repentance. Is repentance a sign 
of character? 

6. What evidence do we have of David's tender-heart- 
edness? 



LESSON 24 

DAVID — A GREAT MAN WHO WAS NOT 
WHOLLY GREAT 
Lesson Material 

Same as in Pupils 1 Book and as much of II Samuel as 
there is time for. 

Illustrative Material 

Outline map showing the nations David conquered, 
and the enlarged kingdom. Locate Jerusalem and near 
it place marks to represent the tabernacle and palace. 

Pictures: Nathan's Parable against David, Wilde, no. 
483; David in the Temple, Wilde, no. 485; Tomb of 
David, Wilde, no. 184. 

Models: a letter, a crown. 

Teacher's Study Material 

Syllabus in Pupils' Book; the lesson material; other 
material same as in Lesson 22. 

Suggestions for Teaching 

Spend a little time with the constructive work of last 
lesson. Judge the success or failure of your teaching by 
the quality of the work done by your pupils. Set a high 
standard for yourself and hold yourself well to it. In 



OLD TESTAMENT HEROES 63 

keeping with the spirit of these Old Testament heroes you 
are to put yourself splendidly into your work, and be 
more than an average teacher. Their sphere of service 
was public life — yours your church and your class. 

1. Bring out by question the three things David did 
as king. Make clear the great wisdom he showed in 
choosing this city because it was on a precipice and 
very difficult for an army to capture. Emphasize u b," 
calling attention to his decision to build a magnificent 
temple, and the gathering of material for it. Make clear 
that these things were prompted by his own religious 
nature and were parts of a plan to make religion more 
prominent in the life of the people. " c " Question about 
his wars; and on outline map compare the size of his 
kingdom with what it was before, "d" Ask for the 
different officers in the President's cabinet, Secretary of 
State, Secretary of War, etc., and make clear that David 
had such officials and many more. Get the words — 
great organizing ability. 

2. Concentrate your efforts here. Under "a" have 
pupils refer to their Bibles and read the headings of some 
of the Psalms. Have them read Psalms 23 and 24. Find 
out about the antiphonal arrangement of Psalm 24, 
and explain it to the pupils. Make much of "b," con- 
trasting David's kindness to Mephibosheth with the cus- 
tom of the times for the reigning dynasty to kill all the 
living members of the one deposed. Bring out two 
instances of his kindness. In regard to Mephibosheth 
call attention to the words "for Jonathan's sake", in 
II Sam. 9:1. Conclude the Barzillai incident with the 
statement: he never forgot a kindness, "c" He had 
great and good thoughts about God, and high and noble 
purposes; was by far the best man of his day. Follow 
this by reading with the pupils one of his prayers. 

3. Lead up to this by the question — great and good 
as David was, was he perfect? Good men sometimes do 
wrong — so it was with David. Bring out clearly by 
question the two sins — adultery and murder — and then 
picture Nathan before David — and read with the class 
the parable in II Sam. 12: If. Call attention to his 
acknowledgment of his guilt, which was rare in a king 
in those days. Glorify his repentance and make clear 



64 TEACHERS' BOOK OF 

that in no act of his life does David appear so great as 
in his penitence. Read with the class part of Psalm 51. 

4. Bring out here: "a" wise rulership, as shown in 
his wars and public acts; "b" a deep religious nature, 
as shown in his piety and interest in religion; "c" an 
aesthetic and poetic nature, as shown in his Psalms and 
love of music; "d" kindness, as shown in his treat- 
ment of the unfortunate; "e" not proof against temp- 
tation; "f" penitent over sin. Select four of these. 
Ask: in what ways great? why not wholly great? 

5. Glorify still further by bringing out: "a" the kings 
all acknowledged his power; "b" the people fairly 
worshiped him ; built a tomb in his honor. Show picture. 
"e" God was displeased with him, but forgave him 
because of his manly repentance. Under "d" refer to the 
note. 

6. Explain the memory verse as David's prayer for 
forgiveness after his repentance. 

Topics for Co-operative Study of Next Lesson 

1. Outline map with Gibeon and Gibeah marked — 
seven crosses near Gibeon. 

2. How many of SauFs family have come to their 
death in the last six lessons? 

3. Can you detect any unkind feeling toward Saul's 
family on David's part? 

4. What is done with the bodies of executed men 
to-day? 

5. The slaughter of the Jews at Kisheneff, or the 
massacre of St. Bartholomew's Day. 

G. Vultures and wild beasts in Palestine. 



OLD TESTAMENT HEROES 65 



LESSON 25 

RIZPAH — AN EXAMPLE OF MOTHER LOVE IN 

CRUEL TIMES 
Lesson Material 

Same as in Pupils 1 Book, 

Illustrative Material 

Locate Gibeah and place a mark there to represent 
the house in which Rizpah lived. Locate also Gibeon, 
and near by place seven crosses in a row. 

Pictures: The Massacre of St. Bartholomew's Day y 
vultures, wolves, hyenas, etc. 

Models: seven small crosses, a tent to suggest shelter, 
a club to suggest driving away the vultures, etc. 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; Hours with 
the Bible, Vol. 3, index, under Rizpah; article, Rizpah, 
in good Bible Dictionary; Cambridge Bible for Schools 
and Colleges, in loco. 

Suggestions for Teaching 

Have one pupil read his narrative of last lesson, asking 
the other pupils to offer suggestions. Examine pupils' 
constructive work. Give special attention to that pupil 
whom it is most difficult to interest. Get well acquainted 
with him; if need be, go to his house or have him come 
to yours. Give him your friendship and he will make 
an honest effort. It is this you seek. If he needs 
help with the constructive work, have another pupil 
do his work with him. Watch your class carefully; be 
sure of your own interest in the lessons, and in your 
pupils. Your interest will lead you into the right 
way. 

1. Bring out by question all the particulars of this 
trick by the Gibeonites. A certain punishment was im- 
posed by Joshua when he discovered the fraud, but the 



66 TEACHERS' BOOK OF 

agreement was held, to be binding. They were not 
molested for many years, "b" Make clear that Saul in 
his zeal to rid the land of all foreigners, massacred many 
of these innocent Gibeonites. Refer to Kisheneff or St. 
Bartholomew's Day. "c" Some years after there is a 
great famine. In some way not known to us it was made 
clear to David that the massacre of these Gibeonites 
was responsible for it. 

2. Refer to the fact that David offers the Gibeonites 
money to square the wrong — and draw out from the 
pupils their reply. Get from pupils the demand of 
the Gibeonites. Explain this demand by the custom of the 
times to avenge blood with blood — an eye for an eye 
and a tooth for a tooth. Bring out that two of Saul's 
sons and five of his grandsons are agreed upon and that 
the Gibeonites slew them and hanged their bodies upon 
crosses where they were allowed to remain in the sun, 
the prey of vultures and wild beasts. 

3. Make clear the statement under "a." This may 
have been due to a belief in the resurrection of the body. 
At any rate it was a treatment from which every instinct 
of family love revolts. - "b" Put the emphasis here. 
Bring out that Rizpah was one of the wives of Saul, the 
mother of two of these executed men. In developing 
her devotion make clear that she built a rude shelter — a 
cloth spread over four poles — and defended her dead from 
the vultures and griffins by day and the wild beasts by 
night. Make this graphic — picture the vultures persist- 
ently trying to alight on the dead to pick out their eyes, 
and Rizpah hurrying from one to the other with a big 
stick to drive them away. Likewise the beasts by night. 
Ask pupil to report on vultures, etc., and bring out the 
facts in Note 15. By question, bring out that she kept 
her devoted watch six months, from April to October. 
Glorify her unselfish devotion through all those long 
months. Bring out what David did when he was told 
of Rizpah 's devotion. He has their bodies taken down, 
brings the bones of Saul and Jonathan, and buries them 
all with national rites. 

4. Bring out here: "a" some of the neighbors said, 
"how foolish"; "b" they admired her devotion, or were 
sorry they put the men to death; "c " David was stirred 



OLD TESTAMENT HEROES 67 

to do the fine deed he did by her devotion; "d" God 
was pleased with her; "e" her devotion was long re- 
membered and became one of the great stories of Israel; 
the author of Samuel thought it good enough to tell; 
"f " accept pupils' answers. 

5. Bring out here: Devoted, forgetful of self, strong- 
hearted, courageous. Add others of your own. 

6. Question pupils for instances of great devotion to-day 
— widows who take in washing to support a family of 
children, some one who takes care of an invalid brother 
or sister. 

7. Explain the memory verse, making clear that love 
is the cause of all sacrificing service. 

Topics for Co-operative Study of Next Lesson 

1. The Conway Cabal in the Revolutionary War. 

2. Absalom's methods of making himself popular with 
the people. 

3. Good qualities about Absalom. 

4. His conspiracy and rebellion. 



LESSON 26 

ABSALOM — A PROMISING YOUNG MAN WHO 
CAME TO A BAD END 

Lesson Material 

II Samuel, chapters 13 to 19: 15. 

Illustrative Material 

Outline map with places marked, two swords crossed 
to suggest and locate the battle. 

Pictures: David Mourning for Absalom, Wilde, no. 486; 
Benedict Arnold; a chariot with fast horses. 

Models: a crowd marked " David 's." 

Teacher's Study Material 

Syllabus in Pupils' Book and lesson material; Hours 
with the Bible, Vol. 3, index under Absalom; 



68 TEACHERS' BOOK OF 

Bible Characters; article, Absalom, in Bible Dictionary; 
Stories from the Old, Old Bible. 

Suggestions for Teaching 

Let the teacher read his own narrative of last lesson, 
and show his constructive work to the class. Have your 
work strong where the pupils' is weak. Pupils are imita- 
tive and are influenced much by a demonstration. For 
that reason the teacher should do the constructive work 
along with the pupils. This would be helpful in teaching 
the course with another class another year. The plan of 
a graded school is for a teacher to teach the same course 
with a new class each year. The thought that you are 
to teach this subject for some years would work toward 
efficiency speedily. Any knowledge you gain the first 
year, and any proficiency you acquire, is just that much 
capital to begin with another year. 

1. Draw out from pupils who Absalom was, both on 
his father's and mother's side, and locate Geshur. 

2. Bring out all the facts here, using the references if 
pupils are slow in answering. Under "c" make clear 
that he was greatly loved by David, a favorite at the 
court, and popular with the people. He was exceptionally 
endowed and there was every reason to think he would 
have a great career. The people expected great things 
of him. 

3. Draw out the story here — speak of it as a sheep- 
shearing party. In relation to Absalom's character bring 
out, hate and revenge. Do not go back in the narrative 
for the cause of his hate. A statement that Amnon had 
offended him two years before and that he had made up 
his mind to kill him, will suffice. Bring out by question 
all the facts about Absalom's treason. Make clear to the 
pupils what treason is. He began by " stealing away the 
hearts " of the people — making himself popular and 
creating dissatisfaction with his father's rule. He made 
promises right and left what he would do if only he were 
king. He flattered men whohad cases in court by telling 
them their cause was just, that there was small chance 
for justice as matters now were, but that all would be 
different if only he were king. He gets a following in 
this way. Ask as in Pupils' Book and try to create a 



OLD TESTAMENT HEROES 69 

feeling of dislike, and secure an impression of disapproval 
of such ingratitude. David rarely got out among his 
people, his administrative work kept him closely in the 
palace — Absalom with his chariot and spirited horses 
and uniformed escorts appealed to. the people's love of 
show, and they said, "O that such a man were king!" 
Question about his next step : the forming of a conspiracy 
to make himself king. Bring out what a conspiracy is 
and illustrate it from the Conway Cabal. Picture him at 
the head of an army marching upon Jerusalem to fight 
against and take the kingdom from his father, perhaps 
kill him. Again draw out the pupils into a strong ex- 
pression of disapproval. 

4. Move rapidly to the battle and bring out by ques- 
tion Absalom's accident and death, and David's grief. 

5. Bring out by question his good traits: "a" his 
fine personal appearance; "b" talented and accom- 
plished; "c" elements of popularity — charming man- 
ners, democratic, etc. 

6. From his murder of Amnon get: anger and revenge. 
To show that these led to murder, write them in spaces 
"a" and "b" and have lines from them converge at the 
space to the right, upon which write murder. From his re- 
bellion get : vanity, ambition, and ingratitude. Have lines 
from these converge in treason, and have a line descend 
still further to show its end in death. For "f" get 
insincerity, which showed itself in flattery and false 
promises. State as impressively as you can the summary 
in Pupils' Book. 

7. Talk briefly about the memory verse. Have pupils 
see in it the explanation of Absalom's bad end. The way 
he was taking seemed all right, but it ended in death. 

Topics for Co-operative Study of Next Lesson 

1. The heroes of Greece — names and qualities. 

2. Orders — The Order of the Garter, Black Eagle of 
Prussia, Legion of Honor, etc. 

3. Find out all you can about the Victoria Cross. 

4. Six famous Americans — excepting the presidents. 

5. The Hall of Fame, and the names already in it. 

It will rest with the teacher whether or not to have 



70 TEACHERS' BOOK OF 

examinations. Examinations are in keeping with the 
character of the course. They are new to Sunday schools, 
however, so the teacher will move cautiously. Do not 
force an examination — let your class decide. The wise 
teacher will plan to meet his class in a social way at his 
home at least twice a year, and the examinations can be 
held then, before the social program is begun. The cus- 
tom is growing to give diplomas to such pupils as take 
the examinations. An attractive diploma can be ob- 
tained from the publishers of this course. 

A Suggested Examination 

Answer any Ten Questions 

1. Draw an outline map of Palestine, and mark the 
principal cities, mountains, rivers and seas. 

2. Name as many of the Old Testament heroes as 
you can, and give a descriptive title to each. 

3. What were the marked traits of character in Abra- 
ham? 

4. What were the marked traits of character in Jacob 
before and after his conversion. 

5. What do you most admire about Joseph, and why? 

6. Name the chief events in the life of Moses. 

7. What were the principal facts in the life of Joshua? 

8. Write a forty word biography of Samuel. 

9. What kind of a young man was Saul, and where did 
he make his mistake? 

10. What do you most admire about Jonathan and 
why? 

11. Make a list of the chief facts in the life of David. 

12. What were David's marked traits of character? 

13. Which men were noted for their deep religious 
nature? 

14. Which men were noted for their patriotism and 
service to their people? 

15. Which is your favorite Old Testament character, 
and why? 



OLD TESTAMENT HEROES 71 



LESSON 27 

THE MIGHTY MEN OF DAVID — MEN WHO 
BECAME FAMOUS 

Lesson Material 

Same as in Pupils' Book and II Sam. 12: 1-15; 3: 17f; 
10: 7f; 18: If; 19: If; I Chron. 11: 10-41. 

Illustrative Material 

Pictures of famous American statesmen, soldiers, etc., 
Hamilton, Grant, Sherman, Webster, Phillips Brooks, 
Edward Everett Hale, John Hay, Chief-Justice Marshall. 

Drawings of a number of men marking them; J for 
Joab, etc. 

Models: swords to suggest soldiers, balances to suggest 
a judge, Bible to suggest chaplain, etc. 

Teacher's Study Material 

Syllabus in Pupils' Book, lesson material, Hours with 
the Bible, Vol. 3, see index under Joab, Nathan, Abishai, 
etc. Articles Joab, Nathan, etc., in Hastings' or other 
Bible Dictionary; Cambridge Bible for Schools and Col- 
leges, II Sam. under lesson material. 

Suggestions for Teaching 

The pupils will have a keen interest in this lesson. The 
teacher will be tempted to stop with the mere facts and not 
get the deeper significance of these great personalities. 
It was a great age — the beginning of the Golden Age in 
Hebrew history, and God was working through the men 
and the events of those days. The average teacher is apt 
to merely entertain or amuse the pupils, to use any ma- 
terial or method which will hold their attention. To 
merely do that is not true teaching. The pupils must be 
interested, must have their enthusiasm awakened, their 
admiration kindled, their activity directed to definite 
tasks. This is part of the true teaching work — for 
lacking interest and attention little of real value can be 
accomplished. 



72 TEACHERS' BOOK OF 

1. Begin by asking for the names of some famous 
Americans; as they are named pin their pictures on the 
blackboard. Draw out a fact or two about each. Pass 
to the famous men in David's day, bringing out a number 
of facts about Joab: commander in chief of the army, 
seldom defeated, loyal to David, but merciless. Make 
clear that much of David's success was due to him, just as 
Lincoln's success in putting down the rebellion was due 
to Grant and Sherman. Bring out the merciless side of 
his character as shown in his slaying Abner and Absalom. 

2. Question rapidly here, bringing out the rank of the 
men — commanders of divisions of the army likely. Make 
clear that they rose to their positions because of their 
success, as Grant did. Explain that battles then were 
hand to hand conflicts; that physical strength and per- 
sonal bravery were elements in a great soldier. Refer 
to the Greek Heroes. In discussing the exploits of these 
men have pupils find the references. Explain them in 
detail. Make clear that these are only specimen exploits, 
that every campaign was full of such deeds, and that 
when the army returned home the heroes were received 
with popular demonstrations of honor. They were 
popular heroes, the idols of the people. Only great ideas 
and great devotions can produce such men. This is the 
point to emphasize. Refer to Greece and her heroes 
again. 

3. In the reference here note the twice occurring words, 
" attained not unto the first three." The suggestion is of a 
second three, between the " first three " and "the thirty" 
in rank. Refer to the old-time custom of knighting cer- 
tain men for distinguished services, and to different orders : 
e.g. the Order of the Garter, the Golden Fleece, the 
Black Eagle of Prussia, Legion of Honor, etc. See good 
encyclopedia under "Orders" and the above names. 
Note that these orders are limited to a small member- 
ship. There may have been such "orders" in David's 
day — the first and second being limited to three each, 
the third to thirty. Bring out the exploits of these three 
men, studying the references with the pupils. 

4. Talk briefly about this third "Order of Heroes," 
thirty in number. Regard the list in II Sam. 23: 24 f as 
a list of the members of the third order, or a roll of honor 



OLD TESTAMENT HEROES 73 

carved on a monument or a tablet in a public building. 
The point to emphasize is that they did something which 
entitled them to this distinction. Question about Asahel ; 
bring out the relationship of several of these heroes to 
David — Joab, Abishai, Asahel. Talk as interestingly 
as you can about the campaigns — with so many mighty 
men in camp and battle. Talk about the personal habits 
of these men, glorifying their temperance, purity, intelli- 
gence, etc. 

5. State: but not all the great men of David 's time 
were in the army. We have had some great statesmen, 
preachers, judges, etc., in our country, so in David's 
time. Bring out the names and offices they held. Do 
not go into details. Refer to Nathan's parable, some of 
his wise sayings in Proverbs 14: 34; 20: 28, and that 
Solomon was educated under his care. In same manner 
also the others. 

6. Think this topic out carefully yourself, but trust the 
pupils to reproduce in words the impression you make in 
your teaching. Encourage suggestions by always treat- 
ing pupils' answers with consideration, making them 
starting points for other questions. 

Under 7 get: superb physical health and strength, 
courage, good personal habits, patriotism, loyalty to 
David except in Ahithophel's case, spiritual character in 
many of them. 

8. Talk about the memory verse, illuminating it by 
speaking of it as what they said to each other in camp 
and battle, and how it rilled them with courage. See 
how the sense that they were fighting for God consecrates 
their warfare. 

Topics for Co-operative Study of Next Lesson 

1. The sons of David — names and something about 
them. 

2. The struggle for the succession — Adonijah and 
Absalom. 

3. Why did David and his mighty men prefer Solomon? 

4. In what incidents does Solomon's religiousness show 
itself. 

5. Evidence of Solomon's great mind. 



74 TEACHERS' BOOK OF 



LESSON 28 

SOLOMON — THE CHIEF AMONG TEN THOUSAND 

Lesson Material 

I Kings 1 : 53; 2: 1-46; The Song of Songs. 

Illustrative Material 

Pictures: Solomon, Wilde, no. 487; of any "rising" 
young man, etc. 

Outline map showing extent of the kingdom. 

Models : book to suggest his love of study ; draw a num- 
ber of lines to represent David's sons; one of a different 
color to represent Solomon. 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; Hours with 
the Bible, Vol. 3, pages 322-327, 369-470; Bible Char- 
acters; Representative Men; Men of the Old Testament; 
Article, Solomon in Bible Dictionary; Solomon, his Life 
and Times, in Men of the Bible series; Stories from the 
Old, Old Bible. 

Suggestions for Teaching 

Take up the constructive work ; make it a means to an 
end. Question yourself constantly in regard to the features 
of the course the pupils are most interested in. Interest 
in the study and in the men about whom they study is 
the highest form of interest. Aim to create that interest. 
Class organization, social meetings of the class, and any 
method which creates an esprit de corps is to be com- 
mended, but should be kept strictly as a means, not an 
end. The end is interest — in the lessons and in these 
grand characters of the olden time. Study how to 
arouse that interest — your success or failure will depend 
upon whether you can awaken a permanent interest in 
personal character, and draw your pupils out into admira- 
tion and choice. The necessary condition is that you 
be interested yourself, for you cannot communicate to 
another what you do not have yourself. 



OLD TESTAMENT HEROES 75 

1. Bring out by question that Solomon was David's 
son, a prince, and that he was chosen by David from all 
his sons to succeed him as king, though he was the youngest 
of them all. The " mighty men " favored Solomon. Ask: 
why? and get: because he had qualities the others did not 
have. 

2. Draw out by question all the facts here. Con- 
trast the two classes of pupils in our schools — those 
fond of athletics and those fond of their books. Ask for 
examples of each kind, and make clear that Solomon 
loved study, and that he was fond of a book entitled, 
The Wisdom of the Ancients. He excelled all the 
other princes and when still young astonished everybody 
with his knowledge about certain things. Ask: what? 
having pupils use the reference. Get Botany and Natural 
History. Bring out his aptitude in solving hard problems 
and guessing riddles and tell about the contests between 
Solomon and King Hiram and the boy who outmatched 
him, etc., Geikie, page 437. Have pupils define ambition 
and study the reference here. Bring out the negative 
answers in verse 11 and make clear that Solomon had only 
one ambition when he began his reign — to rule his people 
well. Contrast his unselfishness with the selfishness of 
other kings and glorify him for this great purpose. Em- 
phasize his moral and religious qualities. There will be 
a tendency in your pupils to pass more lightly over this 
side of the characters of these heroes. Give it reality 
and beauty. Make clear that Solomon was superior in 
character to the other sons of David, that he was brought 
up by Nathan the prophet and that the desire to be blame- 
less and perfect filled his heart. He was prayerful, his 
mind was filled with noble thoughts and great purposes, 
and he was greatly devoted to religion. Call attention 
to one of his prayers and read part of it to the pupils. 
Glorify Solomon for his religion and contrast him with 
other kings. 

3. Unify the previous impression by bringing out: 
David had confidence in him for he chose him as his 
successor; the people said he was the chief among ten 
thousand, because of the greatness of his mind and the 
noble qualities of heart ; King Hiram was surprised at his 
brightness of mind; God was pleased with him because of 



76 TEACHERS' BOOK OF 

his prayerfulness and unselfish ambition. In each case 
ask why, and draw the pupils out into thought and expres- 
sion. 

4. Bring out here: studiousness as shown in his knowl- 
edge; noble purposes as shown in his ambition to rule his 
people well; deep religiousness, as shown in his prayers 
and interest in religion ; humility, as shown in his depend- 
ence upon God ; manliness and unselfishness and gracious- 
ness, as evidenced by his popularity. To the next 
question get the answer: in all three. Draw out from 
each pupil his personal preference among Solomon's traits. 

5. Explain the memory verse. Note the similarity in 
idea to I Kings 3: 11, 12. 

Topics for Co-operative Study of Next Lesson 

1. Some examples of Solomon's wisdom. 

2. Some of his magnificent buildings. 

3. The Book of Proverbs. 

4. Solomon's statesmanship. 



LESSON 29 

SOLOMON — THE WISEST MAN THAT EVER 

LIVED 
Lesson Material 

Same as in Pupils 7 Book. 

Illustrative Material 

Pictures: Solomon, Wilde no. 487, Queen of Sheba at 
the Court of Solomon, Wilde no. 488; The Temple, Wilde 
no. 384. 

Outline map. Jerusalem marked and several roads 
from distant countries, among them Sheba in Arabia 
leading to it. 

Models: a flower and paper imitation. 

Teacher's Study Material 

Syllabus in Pupils' Book, lesson material, other material 
same as in last lesson. 



OLD TESTAMENT HEROES 77 

Suggestions for Teaching 

Teachers are apt to grow discouraged and find fault 
with their pupils, hence a word of caution is necessary. 
Be patient — do not scold. That breaks down the deli- 
cate relation between you and your pupil, and drives him 
further from you. Remember you are working to create 
in your pupils a permanent interest in high and holy 
living, that the task is not easy, but that it is your task. 
Go to God with your perplexities and discouragements. 
In the presence of His great life — His patience and His 
splendid self-giving — you will find wisdom and strength 
to go on in the right way. 

1. Introduce this lesson by asking for the names of 
some great scholars. Get Socrates, Plato, etc. Then pass 
to Solomon, bringing out his superiority over the wise men 
of his time, and of any time, that his fame reached,to all 
parts of the world, and that there was a constant stream 
of kings and scholars coming to see him, and to hear his 
wisdom. Emphasize the suggestion of a school with Solomon 
as professor. Question in regard to the three examples 
of his wisdom, glorifying the keenness of his mind and his 
practical knowledge. Under " h " make clear that his great 
wisdom was due to God, with whom Solomon lived on 
terms of great sincerity and familiarity. Make much of 
this. All wisdom is in God. In proportion as we get 
the mind of God we have wisdom. Solomon had in some 
measure the mind of God. 

2. Solomon's wisdom applied to the nation brought an 
unexampled prosperity. It kept him from war and at 
peace with all the nations. He formed commercial 
treaties with many nations, selling to them and buying 
from them. Several great highways of commerce went 
through his kingdom — he exacted tribute on all goods 
that passed through. Make clear that these measures 
brought prosperity and that Solomon was responsible for 
them. 

3. Introduce this topic by stating: great kings in those 
days had a passion for building. Refer to some examples : 
Rameses II, Nebuchadnezzar. State: Solomon had this 
passion. He filled Jerusalem with magnificent buildings. 
Refer especially to those mentioned in the Pupils 7 Booh, 
but make clear that those are only a few. Bring out the 



78 TEACHERS' BOOK OF 

seven facts about the temple and show a picture of it. 
Get at Solomon's motive in building it — to make religion 
a more prominent part of the nation's life, and in honor of 
Jehovah whom he so ardently served and worshiped. 
Call attention to the elegance of the temple — the gold, 
the carvings, the decorations, the furniture and the 
magnificence of it all. Follow the same method with 
"d," and add that Jerusalem was one of the most splendid 
cities that ever existed. Talk about its gardens, the 
mansions of the rich, the fine roads, etc. Travelers came 
from distant countries to see it. 

4. Bring out here all you can about Solomon's literary 
ability. Begin by talking about David and his poetry — 
and from this pass to Solomon and his proverbs. Bring 
out the definition of a proverb, and call attention to the 
Book of Proverbs. Have the three references read and 
talk about the wisdom in each. Read one or two pas- 
sages of your own selection. Refer again to the source 
of Solomon's wisdom, glorifying not only his wisdom but 
his studiousness, his sincerity, his deep religiousness, as 
responsible for it. 

5. Make definite the impression of Solomon's greatness 
by bringing out what others thought of him, allowing 
pupils to do most of the talking, "b" They almost wor- 
shiped him; "d"was proud of him and blessed him; 
why? "e" We call him the wisest man that ever lived: 
why? After his death they built a great tomb to his 
memory; why? 

6. Bring out here by question: great wisdom in prac- 
tical affairs, as shown in examples of his insight ; aesthetic 
quality, love of the beautiful, as shown in his magnificent 
buildings ; literary ability as shown in his writings. Make 
much of "c." Can you detect any weakening in his 
character? Where? 

7. Explain the memory verse, making clear they are 
Solomon's own words about the source of wisdom. Talk 
about humility, fear of the Lord, and knowing God, 
and try to create the desire on the pupils' part to keep 
in sympathy with God and to know him through 
personal experience. Conclude with this — knowledge 
comes through obedience. 



OLD TESTAMENT HEROES 79 

Topics for Co-operative Study of Next Lesson 

1. The things which gave Solomon a great name. 

2. The things he did which reflected great glory upon 
him. 

3. A list of the verses in the lesson which show the 
luxury in which he lived. 

4. What is meant by extravagance and upon what did 
Solomon spend more money than he ought? 

5. How did the people feel toward Solomon at the end 
of his reign, and why? 

6. What did Solomon himself say about his fame, his 
great undertakings, his pleasures? Read Ecclesiastes. 



LESSON 30 

SOLOMON — A WISE MAN WHO MADE BIG 
MISTAKES 
Lesson Material 

Same as in Pupils' Book, and I Kings 4: 1-28; 5: 13-18; 
9: 15-28. 

Illustrative Material 

Outline map with cities mentioned in I Kings 9: 17-19 
and elsewhere marked. 

Pictures of cathedrals to represent temples to heathen 
gods, illustration in Stories from the Old, Old Bible, page 
350. On a picture of Solomon make a suggestion of a 
halo, to represent his moral glory. 

Teachers Study Material 

Syllabus in Pupils' Book, lesson materia*, others same 
as in Lesson 28. 

Suggestions for Teaching 

Do not feel obliged to follow all the suggestions here 
made. Use your own method more and more. Many 
of our Sunday school teachers are competent to do real 
good work if they will put themselves into the task before 
them. The Teachers' Book is intended only as a crutch, 



80 TEACHERS' BOOK OF 

not a parlor car. It is intended as a stimulus to the 
faithful preparation of the lesson and an aid in the mas- 
tery of the subject, not to make faithful work on the part 
of the teacher unnecessary. The author of these lessons 
can teach them rather efficiently not so much by reason 
of any marked teaching gift as by faithful study of the 
material necessary in their preparation he has worked 
his way into them. 

1. Choose your own method of introducing the con- 
structive work of last lesson. Be sure you know what 
you are going to do before you get to the class. Always 
work by plan. Introduce the new lesson by talking about 
the lesson title. Ask: in what things wise? What big 
mistakes did he make? allowing pupils free expression. 
Leave the matter unsettled — whether they have an- 
swered correctly or not will come out in the lesson. Make 
clear first what glory is — excellence in attainment and 
success in achievement. See dictionary and Cr abb's 
Synonyms — and bring out four things which made his 
glory. Emphasize especially "c" and "d" — magnify 
and beautify and glorify. Show picture of Solomon 
with suggestion of a halo and ask what it means. Make 
clear that it means strength of mind and moral excel- 
lence. 

2. Get an expression of what constitutes a rich man, 
and then bring out the facts, using the references. Make 
clear that he was a good business man, and that the whole 
country was prosperous. It was due to Solomon. An- 
other chance here to glorify his wisdom and abilities. 
Ask what he did with his money — but do not settle the 
question. Make clear that as he became rich he lost 
something of his childlike relation to God. 

3. Bring out by question what luxury is — that it per- 
tains to food, dress, furniture, etc., rare and expensive 
things. Then bring out " a" — "f" as in Pupils' Book, 
questioning briefly about each. Ask: do you approve of 
all this in Solomon? allowing free expression. Secure if 
you can a feeling of disapproval, and make clear that this 
indicates a weakness in his character. 

4. Follow the same method here. Bring out what ex- 
travagance is — undue expenditure, prodigality, waste — 
and then make clear the directions in which that extrava- 



OLD TESTAMENT HEROES 81 

gance occurred. Solomon was a good friend, and lavished 
favors upon his officers, big salaries, etc. There was an 
army of soldiers and another of officials. Make clear that 
in his buildings everything had to be of the best material, 
gold, brass, cedar wood elaborately carved regard- 
less of expense, the large number of great buildings, etc. 
Add to this impression by referring to the expense in 
sustaining his immense court — a great number of lords, 
royal guards, etc., composing the king's retinue — his 
wives, each with a separate palace, and household of ser- 
vants, musicians, clowns, servants, etc. Bring out also 
his expensive personal habits — clothes, food, charity, 
benevolence, etc. Secure the judgment of the class upon 
this lavish expenditure, and ask: do you think as much of 
Solomon now as you did? Why or why not? State: the 
wise man is making big mistakes. 

5. Bring out the facts under "a" and "b" and allow 
them to make their own impression. Under "c" con- 
tent yourself with the statement of fact. It is vital to 
an understanding of Solomon's decline. His judgment 
yielded to their entreaties, and his ideals changed by his 
contact with them. Make much of this. Again have 
pupils express their judgment upon his acts. State: the 
wise man is making big mistakes. 

6. State: his mania for building carried him too far. 
The money did not come fast enough through taxes so he 
resorted to unwise methods to get his great buildings com- 
pleted. Bring out the facts under "a" and "b." Again 
secure a disapproval from pupils. State: the wise man is 
making big mistakes. Ask: why? 

7. Trust the pupils here. It is intended to bring out 
the pupils' own feelings, more than an exactness of fact, 
and is of the nature of a review. Spend some time with 
"d," and bring out under "e, " Solomon's own sense of 
his failure. Have pupils write — money, pleasure, po- 
sition, and fame cannot satisfy. Ask : was Solomon ever 
happy? getting this answer: when a young man. Why 
happy then and not later? Accept pupils' answers. 

8. Bring out here: pleasure-loving, as shown in his 
luxury; imprudent, as shown in his marrying heathen 
princesses; lacking in judgment, as shown in his passion 
for building, and his extravagance ; weak willed and lost 



82 TEACHERS' BOOK OF 

ideals, as shown in his yielding to his heathen wives. 
Politics has taken the place of religion. 

9. Explain the memory verse, making clear that while 
he gave this good advice to others, he did not follow it 
himself. He lost his old-time ideals, devotions and pur- 
poses. 

Topics for Co-operative Study of Next Lesson 

1. Outline map with places marked. 

2. The Phoenician god Baal and his worship. 

3. The introduction of the worship of other gods in 
Israel. Did the people take to them? 

4. Elijah's attitude to these heathen religions. 

5. Why did Elijah dress in so peculiar a manner? 

6. What kind of persons were Ahab and Jezebel? 

7. What kind of persons were the prophets and what 
work did they do? 

LESSON 31 

ELIJAH — A FEARLESS PROPHET 

Lesson Material 

Same as in Pupils 7 Book. 

Illustrative Material 

Outline map with Gilead, Samaria, Cherith, Zarephath, 
etc., marked. 

Pictures: select from, Elijah's Sacrifice, Wilde no. 493; 
Slaughter of the Prophets of Baal, Wilde no. 494; The 
Prophet Elijah in the Desert, Wilde no. 495; Elijah 
Moses, Joshua, Wilde no. 503 ; Brook Cherith, Wilde no. 
509; ML Carmel, Wilde no. 510. 

Drawings: tree with Elijah beneath; cave with Elijah 
inside; policeman. 

Teacher's Study Material 

Syllabus in Pupils 7 Book; lesson material; Hours with 
the Bible, index under Elijah; Bible Characters; Repre- 
sentative Men; Men of the Old Testament; Stories from the 
Old, Old Bible; Article Elijah in Bible Dictionary. 



OLD TESTAMENT HEROES 83 

Suggestions for Study 

Remember that your aim is not an intellectual one but 
a religious one. It is not merely truth and ideas grasped 
by the mind, but taken into the life through the choice 
of the will, that you seek. A deep personal interest in 
your pupils and an earnest religious purpose will sanctify 
your teaching and make it an increased power with your 
pupils. Let your pupils know of your interest in their 
religious welfare, and once in a while when it comes in 
right make a forceful application of the truth or ideal to 
their consciences. 

1. Spend a little time with the last lesson. Bring out 
by conversation the four simple facts here. Locate 
Phoenicia on outline map and all through the land draw 
temples and houses of wickedness beside them. State: 
the king married a princess of Phoenicia; then draw a 
temple and a house of wickedness in Samaria and other 
cities in Israel. Make clear that there was a general 
movement toward the adoption of foreign customs under 
the lead of the king, that these heathen temples drew 
many persons to them, that these heathen religions were 
licentious, and that the old-time religion was being for- 
gotten. Certain men called prophets set themselves 
against this tendency. One of these was Elijah. 

2. Under "a" show picture of Elijah, and bring out 
that he was a Nazirite, a puritan. Bring out the meaning 
of puritan. If need be have pupil use the dictionary, 
but get out the word strict. Ask next about Elijah's 
mode of dress — very plain clothes — and make clear it 
was done as a protest against foreign modes of dress which 
were coming into fashion; to show his love of the old- 
time customs and hatred of all things foreign. Bring 
out next that he was a preacher, that he believed the 
people were making a big mistake in giving up the religion 
of Jehovah with its holy life, and that he went from place to 
place speaking against the new customs. 

3. Ask here how the people felt toward him, and bring 
out they called him an old puritan, and laughed at him, 
and that he was almost the only one who had the courage 
to say or do anything to stop the movement. State 
next: evil times came to Israel, the king and queen led 
the way in the adoption of the new customs, and Elijah 



84 TEACHERS' BOOK OF 

goes boldly to them and charges them with being the 
cause of the evil times. Glorify the fearless courage of 
Elijah in this act, for then the king could put to death 
any man who offended him. Elijah knew this, yet he 
went. It is clear we have here only the last act in a long 
drama — the contest between the religion of Moses and 
that of Phoenicia. God won because he had such a man 
as Elijah to work with. Make clear that God was with 
Elijah, as he is with every man who champions his cause. 
The significance of this event is: there is a great reaction 
against heathen customs — Elijah's preaching is turning 
the people back to the old ways. Bring out next that 
the queen tries to kill him — make this as graphic as you 
can; that the king commanded him to stop preaching. 
Then ask: does he obey? Why not? Spend a little time 
with "f" making clear his wisdom and foresight. He 
has begun a conflict with heathenism — he must plan to 
have it kept up after he is gone. 

4. Allow pupils to express themselves, then use the 
references. Under "c" bring out: they reverenced him 
and tried to catch his spirit; and "d" he was well pleased 
with him and took him to heaven in a chariot of fire. 
Under "e" — " g" use the notes, talking with the pupils 
about each fact. Refer to the fact that when Christ is 
on the Mount of Transfiguration Elijah is one of the two 
Old Testament Worthies chosen by God to be there with 
him, and that he ever stood next to Moses in the popular 
esteem of the Jews. 

5. Bring out here: "a" fearlessness, as shown in his 
opposition to the king and queen; "b" loyalty to God, 
as shown in his fight for His cause; "c" patriotism, as 
shown in his opposition to foreign customs; "d" practical 
wisdom, as shown in his founding schools; "e " a certain 
sternness and severity, as shown in the slaughter of the 
prophets; "f " sincerity, as shown in doing what his heart 
told him. Secure from each pupil a personal choice from 
among the qualities, and the name of some man who is 
fighting evil. 

6. Explain the memory verse, making clear that Elijah 
did what he did because he was sure God wanted it done, 
and that he would not disobey God. 



OLD TESTAMENT HEROES 85 

Topics for Co-operative Study of Next Lesson 

1. Find out about some of the foremost men in Ameri- 
can history in the Revolution : Franklin, Morris, etc. 

2. Make a list of the miracles that Elisha performed. 

3. What kings consulted him on important matters, 
and why? 

4. What were his relations with Ahab and Jezebel? 

5. How much did Elisha have to do with making Jehu 
king? What does this show about his influence? 

6. Is there any similarity between Elisha and Samuel? 
What? 

LESSON 32 

ELISHA — THE FOREMOST MAN IN ISRAEL IN 

HIS DAY 
Lesson Material 

Same as in Pupils' Booh. 

Illustrative Material 

Outline map with places marked. Pictures: Elisha 
Raises the Shunemite's Son, Wilde no. 498; Lepers' Hos- 
pital, Damascus, Wilde no. 511; Bethel, Wilde no. 508. 

Teacher's Study Material 

Syllabus in Pupils 1 Book for teaching outline; lesson 
material ; Hours with the Bible, index under Elisha; Bible 
Characters; Representative Men; Article Elisha in Bible 
Dictionary. 

Suggestions for Teaching 

Remember, the impulse for moral and religious action 
must come to your pupils through three influences : truth, 
ideals and personal association. In your efforts to give 
the first and second by your instruction, do not neglect 
the third. Be your pupils' companion. If you come at 
all close to them, your own Christ-like life will powerfully 
influence them. Use your own method of getting the 
constructive work before the class. Give some thought 
to it beforehand. Know just what you are going to do. 



86 TEACHERS ' BOOK OF 

1. Bring out rapidly the facts here. Under "b" refer 
to the schools and ask why Elijah chose him as his assist- 
tant. As assistant, his work was to preach and help 
with the teaching in the schools. The step from assistant 
to leader is a natural one and will be understood by the 
pupils. Make clear again what the National party stood 
for and what kind of men belonged to it. 

2. Make a comparison here with Elijah, bringing out 
the contrasts in the Pupils' Book. Bring out: the conflict 
between Baal worship and Jehovah worship went on still, 
but that the times were quieter. Baal worship was not 
so popular and there was less need for the stern severity 
of Elijah, yet there was a severe side to his life, as comes 
out in II Kings 2: 23 f. Study this incident carefully. 
He said what God wanted him to say and did what God 
wanted him to do, and knew not the fear of man. Bring 
out next that he had a big heart — ask what it is to have 
a big heart — and was always doing good deeds for the 
people. 

3. Make the three points stand out clearly here. Pic- 
ture him going from school to school teaching, and as out 
among the people securing young men to go to these 
schools. Bring out that there were a number of these 
schools, with several hundred pupils — ask what they 
were studying to be — and that it was these schools 
which brought on the great revolution against heathen- 
ism after his death. This is important. Many of the 
prophets who kept up the contest against heathenism 
all through the history of Irsael were students at these 
schools. The existence of the Prophetical or National 
party is necessary to an understanding of the history of 
Israel. Make clear also that Elisha was a remarkable 
man, that he had a wisdom and power above ordinary 
men. Get the pupils' idea of a miracle, and then study 
the four mentioned in Pupils' Book. Under 3, show 
picture of Lepers' Hospital. Do not try to explain these 
miracles. Let it all rest back upon the statement that 
Elisha was a man of God. Believe if you can that as men 
approach God in character they come to have God's 
power. Further magnify him by bringing out his rela- 
tions with kings. It is quite evident from this that he 
was the foremost man of his time. Picture kings as com- 



OLD TESTAMENT HEROES 87 

ing to his house and having talks with him on important 
matters; and so clear was the advice he gave that people 
said — it is as though God himself spoke. Have the 
lesson culminate here. 

4. Study these references carefully, "a" "The word of 
the Lord is with him," that is, his advice is as though God 
himself spoke; and "my father/' showing reverence and 
respect. Note that in both these cases the kings followed 
his advice, "b" and "c" Reach your own conclusion 
here from your study, "d" Get pupils' idea of the 
meaning of this title, bringing out, either he was so much 
like God, or he was God's representative, "e " Bring out 
the facts about his tomb — call it a monument — ask 
for the names of some American citizens who were honored 
by the public with a monument, and be ready to tell your 
class about one or two. Ask why, and then ask the same 
in reference to Elisha. 

5. Make a list of marked traits from your own study. 
You are not simply to repeat to your class the facts you 
find in these suggestions. You are to study these char- 
acters until you thoroughly understand them — then you 
can make them live before your class. Look under lc, 
2d, 3b and 4d of Pupils' Booh for suggestions. Get each 
pupil to make a definite choice from among Elisha's vir- 
tues. Ask each one: why? 

6. Ask which kind of person can we get on best without 
— the one who looks out only for No. 1, or he whom 
many people depend upon for help and advice, and who 
renders a service to the community or state. For which 
of these two kind of men do we build monuments? Which 
kind was Elisha? How did Elisha come to have a great 
and good name? How Christ? How General Booth, etc. 

Topics for Co-operative Study of Next Lesson 

1. A short history of the Quakers. 

2. Who were the Puritans and what did they believe? 

3. The things the Rechabites hated and did not prac- 
tice. 

4. Some customs and habits they would hate if they 
were living to-day. 

5. What are some arguments against smoking? 



88 TEACHERS' BOOK OF 

6. Some arguments against drinking. 

7. Some reasons for and against dancing. May be 
used as a debate. 



LESSON 33 

THE RECHABITES — SOME MEN WHO BELIEVED 
IN THE OLD CUSTOMS 

> 

Lesson Material 

Same as in Pupils 1 Book. 

Illustrative Material 

Picture of Puritans or Quakers. Outline map with 
roads leading to the wilderness north of the Dead Sea, 
with a few pilgrims on each road. 

Models: tents. 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; Hours with 
the Bible, index under Jonadab and Rechabites; same in 
Bible Dictionary. 

Suggestions for Teaching 

The work of the teacher in this course is to create ideals 
and standards, and to induce approval and admiration. 
The best method is to beautify and glorify. Show the 
motive behind the act, and the heroism in the action. 
Make large use of the principle of contrast so as to allow 
the pupil to choose as his own the conduct and virtues 
of others. Ask often: what did this man do? What 
would others have done? Which was right? This same 
principle of choice is made use of in " Which trait do you 
most admire?" 

1. Begin this lesson by having reports on Quakers and 
Puritans. Bring out the peculiar customs of these two 
movements in favor of the simple old-time customs, and 
state: the Rechabites were such people. Under "a" and 
"c" get the two words, and under "b" bring out his rela- 
tion to Elijah, who protested so strongly against new 
customs. 



OLD TESTAMENT HEROES 89 

2. Contrast the Jehovah religion with its high morality 
and its simple services, with the heathen religions with 
their licentiousness, and ask which Jonadab preferred. 
Ask: why? Ask: how did he feel toward the heathen 
religion? why? State: many heathen customs were be- 
ing imitated by the Israelites. Bring out, in addition to 
the more obvious : living in houses instead of tents, being 
farmers instead of shepherds, and shaving the face and 
cutting the hair. They were opposed to these things 
because the adoption of them meant the loss of the old 
Hebrew customs, and paved the way for the adoption of 
the heathen religion and the heathen manner of living. 
Make clear that the contest between these two parties 
went on, with the king and queen leading on one side and 
Jonadab and others on the other; that the Puritan party 
said harsh things about the king and queen, and that they 
replied by persecuting the Puritans. Question about the 
American, French or Jamaican revolution until you get 
the fact of the change of rulers, and then bring out: that 
Jonadab aids in a revolution which overthrows Ahab. 
Bring out the other facts, and then ask : why did Jonadab 
do these things? Make clear that he had the welfare of 
the nation at heart, but that the times were full of excite- 
ment and bitter feeling and that he may have gone too 
far. 

3. Bring out the substance of the pledge each member 
of this society took, calling attention to the prominence 
given temperance — they would not even raise grapes. 
Compare with the Nazirite vow and make clear again 
these Puritan societies were a reaction against heathen 
customs. Ask why Abraham left his old home town, and 
why the Pilgrims came to America, and then locate the 
Rechabites north of the Dead Sea. Picture them on out- 
line map, going from all parts of the land. Ask: why did 
they go? Glorify their sacrifice for principle, and then 
ask: was it a good thing? Bring out the remaining facts, 
making clear that while the nation went to pieces and the 
other Jews were carried away into captivity, the Recha- 
bites were not disturbed, and kept up these old-time cus- 
toms for many, many years. 

4. Get expressions from pupils here using their answers 
as starting points. It is clear, "a" they felt themselves 



90 TEACHERS' BOOK OF 

chosen of God to defend his religion; "b" the majority 
of the people called them " cranks" or "old fogies" — 
ask: were they? "c " sympathized with them, but did not 
migrate with them; "d" was pleased with them. Ask: 
why? getting, because they stood for principle. 

5. Test pupils' grasp of the lesson here by allowing 
them to suggest. Make out your own list. If you can 
discover marked traits from your own study they will be 
more a part of you and so more valuable for your teach- 
ing than if you accept the list given. One or two are 
suggested: capable of strong feeling; hate of the new 
customs; love of the old; self-sacrifice for the sake of 
principle; patriotism — how shown? Ask: what do you 
most admire about them? If they were alive to-day what 
things would they hate? 

6. Explain the memory verse to mean the ways of 
Abraham, Isaac, Moses, etc., which the Rechabites 
wanted to revive. 

Topics for Co-operative Study of Next Lesson 

1 . What do you mean when you say of a man : he has 
the courage of his convictions? 

2. Who said, "I had rather be right than President?" 
What did he mean? 

3. Who were the martyrs and why did they suffer 
martyrdom? 

4. Which is to be preferred: success in business by 
dishonesty, or poverty with honesty? 



LESSON 34 

MICAIAH — ONE MAN IN FOUR HUNDRED WHO 
WOULD NOT LIE TO PLEASE 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Picture of Samaria; outline map with Samaria and 
Ramoth-Gilead marked; drawing on outline map: two 



OLD TESTAMENT HEROES 91 

kings at the gate of Samaria, with Micaiah before 
them. 

Teacher's Study Material 

There is little material available on this lesson. Study 
with extreme care the lesson material in the light of the 
Pupils' Book; Hours with the Bible, index under Micaiah; 
article Micaiah in Bible Dictionary. 

Suggestions for Teaching 

You will notice all through the course that the teaching 
material is set in relation to life. It is not knowledge 
you are trying to impart, it is ideals and impulse you are 
trying to give. Do not therefore grow impatient with 
the frequent connection made with modern life. It takes 
the remoteness out of the Bible and makes it a live book. 

1. Bring out the name of the king, and this about him 
— he wants to have his own way and punishes those who 
oppose him. There are four hundred and one prophets. 
In order to save themselves from persecution four hun- 
dred of them will not do or say anything to displease the 
king. Refer to one instance, "b." Get clear the situa- 
tion: two kings are planning a war with Syria; one of 
them says — let us consult the Lord's prophets. So 
they called four hundred and every one of them came 
before the king and said, "Go ahead, you will be success- 
ful/ ; Call attention to the way one of them took to say 
it, in verse 11. Make clear that they did not pray about 
the matter of the war, or have any conviction of their 
own, but just said what they knew the king wanted them 
to say, or else they knew the war was a mistake and were 
afraid to tell the king the way they felt about it. Choose 
between these. Ask: what a coward is; a moral coward; 
and make clear they cared only to please. 

2. State: there was one honest prophet. Have pupils 
get familiar with his name, pronounce it properly, same 
as Isaiah, and ask "b." Allow pupils to talk freely. 
Under "c" make clear that he had been imprisoned be- 
cause he would not flatter the king and dared to speak 
his mind about him, and had opposed some of his measures. 
State : it would have been policy for him to do as the other 
prophets did, why didn't he? "d " Refer to the con- 



92 TEACHERS' BOOK OF 

versation between Ahab and Jehoshaphat, and note the 
request the messenger made of Micaiah, and his reply. 
Glorify this reply. Paraphase it: "I will say what I 
know is right, what the God in me tells me, regardless of 
consequences." "e" Call attention to what he told 
the king. It was his way of advising them not to go to 
war — that they would meet with defeat. Bring out from 
verse 23 that he told the four hundred prophets they were 
lying, and "f" what one of them did to him. Glorify 
his moral heroism further, by contrasting his action with 
what most men would have done. 

3. Bring out how the king punished him, and ask 
whether he knew he would be punished for daring to say 
what he did. Then ask still further: why did he do it? 
accepting pupils' answers. You are to glorify his moral 
heroism here — be sure your pupils are led to admire such 
devotion to the right. Bring out that the kings followed 
the advice of the lying prophets, the result of the battle, 
and the fate of the king. 

4. The conduct of Micaiah on the above occasion may 
have impressed Jehoshaphat who was a different kind of 
man — he could appreciate moral courage. At any rate 
he sends to Samaria for him and appoints him one of his 
religious teachers in a crusade against heathenism in 
Judah. He acted as one of the king's advisers and chief 
officers in the reform. His greatness does not come out 
clearly in the narrative, but those two facts show he was 
the man of the hour. 

5. Ask the questions here as they stand in the Pupils 7 
Book, accepting pupils' answers. Under "d" bring out 
what a moral hero is, and speak of Micaiah as a moral 
hero. You want so to glorify him as to make the pupils 
admire him and decide to act like him. 

6. Bring out here: moral courage, as shown in his doing 
right regardless of consequences ; loyalty to God, as shown 
in his championing God's cause, and willingness to suffer 
for him ; an exceptionally holy character, as shown in his 
clear vision of causes and results — make much of this ; 
sincerity as shown in his absolute truthfulness. The last 
suggestion in Pupils' Book here is made in the interest 
of further popularizing moral courage. 



OLD TESTAMENT HEROES 93 

7. Explain the memory verse as meaning first that 
Micaiah had a clear sense of what was right; and second 
moral courage to do it. The two often go together. 
Make clear these are Micaiah 's own words. 

Topics for Co-operative Study of Next Lesson 

1. What shows the immense popularity of the heathen 
religions? 

2. What is meant by a crusade against intemperance? 

3. Asa's crusade against the heathen religions. 

4. What shows he was a wise ruler? 

5. What were the chief events during his long reign? 



LESSON 35 

ASA — A YOUNG MAN WHO WAS A CHAMPION 

FOR THE RIGHT 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Picture of Emperor William. 

On outline map draw a number of hills with heathen 
altars thereon and roads from Jerusalem with officers 
thereon and axes in their hands. A crude drawing will 
suffice. 

Teacher's Study Material 

Syllabus in Pupils' Book, and in the light of this read 
carefully the lesson material; Hours with the Bible, Vol. 4, 
index under Asa; Article Asa in Hastings' or other Bible 
Dictionary. 

Suggestions for Teaching 

Bear in mind that the ages thirteen to twenty are criti- 
cal years, that your pupil will emerge from them with 
some kind of a choice, and that the choice will be the 
resultant of the impressions, ideals and influences which 
he has gathered into his life during these years. No 



94 TEACHERS' BOOK OF 

decision or choice is unrelated — it leans back upon what 
has gone before. The duty of the teacher is to give his 
pupils the materials out of which to form right choices — 
ideals, loves, hates — so that they will choose right when 
the choosing time comes. 

1. By question bring out that Asa was a king and the 
kind of persons his ancestors were. 

2. Bring out about him the word religious, and try to 
get pupils to give you a definition of the word. Get: 
good feeling toward God and a purpose to serve Him. 
Refer to the two parties, and ask which Asa belonged to. 
Ask: how did he feel toward the worship of heathen gods? 
and get : upon coming to the throne he determined to put 
a stop to it. Glorify his purpose by asking what some of 
his advisers said, and Asa's reply. 

3. Ask what a temperance reform is, and then state: 
Asa conducted some such reform. Study his reform 
carefully. It was waged against the worship of heathen 
gods, and consisted largely in the destruction of heathen 
altars and temples. Find out the meaning of the differ- 
ent words in verse 3. Picture his officers going through 
the land with axes. Make clear that this made him 
unpopular with many of the people; and bring out what 
his motive was: he saw it was corrupting the people and 
he wanted them to live righteously. Refer to "b" 
briefly, and under "c" emphasize his wisdom in repairing 
the temple in an effort to get the people to worship Jeho- 
vah. Make clear that the people who were inclined to the 
heathen customs disliked Asa, but the religious people 
liked him. Bring out the title they gave him, and why? 
By question get the facts under "d," and allow pupils to 
express themselves about the right or wrong of it. Refer 
to the persecution of the Protestants in England under 
Bloody Mary and of the Catholics under Elizabeth. Asa 
was thorough as shown by "e." Ask: was this disre- 
spectful to his mother? allowing expressions of opinion. 
Make clear how families were divided on this question, 
and use facts under "d" to show the bitterness of feeling. 
Ask whether great men made mistakes, and bring out 
three faults of Asa. Make clear that he had a long 
reign, and that the people were happy and prosperous. 
"g" On the questions here get the opinion of different 



OLD TESTAMENT HEROES 95 

members of the class, and have the matter discussed pro 
and con. 

4. Develop here as in other lessons. Make clear that 
the bonfires did not mean rejoicing, but were expressions 
of sorrow and showed the esteem in which he was held. 

5. Try to make out your own list of personal qualities, 
but in the class allow pupils to express themselves first. 
The following are suggested for those teachers who still 
need assistance : deeply religious, as shown in his relations 
with God, prayers, worship, etc. ; active and aggressive, as 
shown in his reform; wise statesmanship, as shown in the 
prosperity of the country. Get one or two pupils to state 
what he most admires, asking, why. 

6. Talk briefly about the memory verse, speaking of it 
as the explanation of Asa's success. God was living in 
him because his heart was with God. Emphasize this, 
and generalize. 

Topics for Co-operative Study of Next Lesson 

1. The course of history in Judah from Asa to Hezekiah. 
II Chron. chapters 16-29. 

2. The kind of a man Hezekiah 's father was. 

3. The two parties in those days and what each stood 
for. 

4. Did Hezekiah emphasize laws or religion? Why? 

5. What qualities of character did he show in his cru- 
sade against idolatry? 

6. An address of Hezekiah — what it was about and 
under what circumstances delivered. II Chron. 32: 6-8. 



LESSON 36 

HEZEKIAH — A GOOD SON OF A BAD FATHER 
Lesson Material 

Same as in Pupils' Book and II Chron. 29-32. 

Illustrative Material 

Pictures: Hezekiah Destroying the Idols, Wilde, 500; 
Destruction of the Army of Sennacherib, Wilde, 512. 



96 TEACHERS ' BOOK OF 

Outline map with altars, etc., on many hills, and officers 
on the roads with axes, etc. Mark Jerusalem, and place 
an army around it ; on a road to the north represent the 
army in flight. 

Teacher's Study Material 

Syllabus in Pupils 7 Book. In the light of this read the 
lesson material. Hours with the Bible, index under 
Hezekiah; Representative Men; Article Hezekiah in Hast- 
ings' or other Bible Dictionary. 

Suggestions for Teaching 

Strengthen your own belief in the correctness of bio- 
graphical study for pupils twelve to seventeen years of 
age. You will do better work if you believe in it. It is 
the age of ideals — of a strong sense of the right or wrong 
of an action — the worship of the manly and heroic in 
life. The pupils pass judgment upon each action, upon 
each character. They approve, they condemn; they 
admire, they have displeasure. Out of these judgments 
and feelings come their own choices. Continue your 
work in this course with this confidence — "If I do my 
work well my pupils will make the right choice/ ' Do 
not attempt to use all the material about Hezekiah, con- 
centrate on a few things. 

1. Follow the history briefly from Asa to Ahaz, noting 
particularly the alternation in the fortunes of the National 
party. Bring out that Ahaz for sixteen years had en- 
couraged idolatry. Note the six things he did, and that 
he was not buried in the sepulcher of the kings — the 
Westminster Abbey of the time. Make clear that Ahaz 
was a failure, and bring out the reason : he was not a godly 
man. 

2. Under "b " picture the court of Ahaz, full of godless 
men. Bring out the principle, like father like son, and 
glorify Hezekiah 's strength of character in being a Chris- 
tian in the midst of godless men. Picture him going 
alone to church, joining the church, etc., etc. Picture 
him sending for the prophets and urging them to keep on 
preaching, and preaching himself. Ask: what kind of 
young men become preachers and why do they preach? 
Bring out two of his beliefs — that great things are wrought 



OLD TESTAMENT HEROES 97 

by prayer — refer to one of his prayers and the answer, 
and show a picture of the destruction of Sennacherib's 
army, — and that God is with the man and nation which 
does right. Emphasize these beliefs by contrasting them 
with those of his father. 

3. Show outline map with altars and heathen temples on 
the hills of the land, and picture the immoral practices 
of the people, the temple deserted, etc. Picture further 
a meeting of Hezekiah's Cabinet and the decision they 
came to: to begin a great reform. Make clear his motive: 
to improve the habits of the people and bring prosperity 
and strength to the nation. Glorify his courage in under- 
taking this unpopular wT>rk. Picture his officers going 
through the land with axes breaking down the altars 
and pleasure houses, "c " Bring out: the temple had been 
closed for some years, that he repaired it, and had good 
preaching and fine music, that the prophets everywhere 
began to preach again, and that a wonderful revival 
took place. Refer to the change that takes place in a 
wicked man's life following his conversion — bring out 
what conversion is: a change of heart and purpose in 
life — and make clear that there was a big improvement 
in the people. Have the pupils tell about any city's 
waterworks and bring out the facts under "d." Refer 
to his method of defending Jerusalem from capture. 

4. Bring out by question the facts here, and make clear 
that God prospered him, and that he came to have a great 
name among the nations round about. His success 
puffed him up and made him less reliant on God — the 
same as it did Solomon — the tendency of all success — 
but that it was only a temporary lapse. 

5. Bring out the great prosperity of the country and 
make clear the connection between it and the great 
revival. 

6. Bring out here: "a" strength of character, as shown 
in his living a good life amid a wicked court; "b" sl man 
of strong convictions, as shown in his crusade against 
idolatry; "c" prayerfulness, as shown in his habit of 
prayer; "d" statesmanship, as shown in his making few 
laws, but changing instead the character of the people. 

7. Draw pupils out into thought and expression, using 



98 TEACHERS' BOOK OF 

references to verify their answers. Work the material 
over carefully yourself. 

8. Make clear here from the lesson the correctness of 
this principle. 

Topics for Co-operative Study of Next Lesson 

1. The two parties in Isaiah's day. 

2. The five kings of Judah during Isaiah's life. 

3. What made Isaiah do as he did? 

4. Isaiah was a great preacher — the names of some 
famous preachers, and something about them. 

5. Isaiah was Secretary of State under one king — the 
work of a Secretary of State. 

6. What is a martyr? — and the names of two or three 
in European history. 

LESSON 37 

ISAIAH — A CHRISTIAN STATESMAN 

Lesson Material 

Same as in Pupils 1 Book and the first six chapters of 
Isaiah. 

Illustrative Material 

Outline map with Jerusalem and Judah marked. Pic- 
tures; a palace; Isaiah, Perry no. 1032, Wilde, no. 507; 
John Hay, or any great statesman ; Beecher, or any great 
preacher. 

Teacher's Study Material 

Syllabus and lesson material; Hours with the Bible, 
index under Isaiah: Bible Characters; Representative 
Men: Men of the Old Testament. Article Isaiah in Bible 
Dictionary ; Isaiah, in Men of the Bible series. 

Suggestions for Teaching 

To uncover the personality of some of these Old Testa- 
ment men is not an easy task, yet they are life-giving 
men. Contact with them, through a study of their 
heroism and ideals, is sure to make a strong impression 



OLD TESTAMENT HEROES 99 

upon your pupils. " Character is caught, not taught." 
He who brings these men into the experience of his pupils 
is doing work that will surely create right ideals and judg- 
ments which will result in right choices. 

1. Bring out what a statesman is, the names of one or 
two, and the difference between a statesman and a poli- 
tician. Get the names of the five kings who reigned 
during Isaiah 's life and have pupil report on the two 
parties. Make the contrast clear. 

2. Get the facts here, emphasizing his beliefs, which 
were those of the religious or Puritan party. Glorify the 
true prophet's feeling — hatred of evil — the feeling that 
something must be done — not keep silent about it. Add 
to his character the ideas of reformer and preacher, and 
further glorify him by making clear he was the most active 
and ablest man in the Religious party. 

3. Picture him as opposing the policy of King Jotham 
for sixteen years, urging him to make more of religion and 
less of war. Make this real by referring to the method 
he used — personal interviews, personal influence with 
public men, addresses, etc., for the purpose of changing 
public sentiment. Make clear that only a brave and 
fearless man dared to oppose a king in those days. Bring 
out: he did the same for sixteen years more under Ahaz. 
Make clear his preaching was so powerful that it brought 
about the triumph of the Puritan party under Hezekiah, 
and bring out Isaiah's relation to Hezekiah — his Secretary 
of State, etc. Talk about the reform and the great revival 
which followed it. Make clear that the prophets preached 
about right conduct, and picture Isaiah as the most 
famous of these prophets. Talk about his eloquence, his 
big congregations, and the passion that made him a preacher 
— hatred of evil, love of his country, etc. 

4. Have the pupils read the references here, explaining 
them, and be sure they understand that we have Isaiah's 
sermons in the Bible. Read one or two passages of your 
own choosing, e.g. Isa. 6: 1 f. Bring out Isaiah's convic- 
tion that a nation can only be great and strong through 
personal character — this the reason for his preaching. 

5. Question for the facts here, but glorify the aged 
Isaiah still zealous for the cause of right, rebuking the 



LOF 



u 



100 TEACHERS' BOOK OF 

follies of the king. Make it dramatic. Picture Manasseh 
offering Isaiah his liberty if he will do what he says, and 
Isaiah's manly "No." Bring out what a martyr is, and 
call attention to Hebrews 11 : 37b as referring to Isaiah. 

6. Get here: strong convictions, as shown in his atti- 
tude on all questions; leadership, as shown in his being 
the head of the National party; moral heroism, as shown 
in his fearless courage; patriotism, as shown in the motive 
for his preaching and statesmanship ; personal grandeur, 
as shown in his intellectual ability, moral character and 
unselfish purpose. 

7. Allow pupils free expression, getting answers to the 
"whys." He is justly regarded by the Jews as their 
greatest prophet. His popularity is evident from the 
fact his sermons were preserved through centuries. Have 
pupils express themselves under "e." Do not unduly 
press for an answer. 

8. Explain the memory verse as the substance of his 
preaching, and refer again to the great passion of his life — 
to make the nation great by making the individual right- 
eous. 

Topics for Co-operative Study of Next Lesson 

1. The Massacre of St. Bartholomew's Day, and the 
two parties in France. 

2. The Spanish Inquisition. 

3. Something about Mary Queen of England, known 
as Bloody Mary. 

4. Some of the sins of Manasseh. 



LESSON 38 

MANASSEH — THE MAN OF BLOOD 

Lesson Material 

Same as in Pupils' Booh. 

Illustrative Material 

Picture of any king; on outline map marks to repre- 
sent prophets' houses; other marks to represent heathen 



OLD TESTAMENT HEROES 101 

altars, etc.; picture of a guillotine or gallows; model of 
gallows or sword. 

Teacher's Study Material 

Syllabus and lesson material; Hours with the Bible, 
Vol. 5, index under Manasseh; Article Manasseh in Bible 
Dictionary. 

Suggestions for Teaching 

There may be a question with some about the value of 
this lesson. To me it seems that a negative character in- 
serted among a number of positive characters is a correct 
pedagogical principle. Right personal choices spring from 
the disapproval of the bad as well as from the admiration 
of the good. Passing judgment upon unworthy actions 
has a distinctively moral value, since every such feeling, 
and every such judgment by the pupil establishes a cer- 
tain bias which will in a way determine his own choice. 

1. Ask for report on St. Bartholomew's Day and the 
two parties in France, and by question and report bring 
out all about the two parties in Judah. Under "b" 
bring out that the wives of kings and nobles who before 
their marriage were heathen princesses, were a strong 
influence in the Foreign party. Contrast strongly the 
character of the persons in the two parties. Question in 
regard to the principles of the two parties. 

2. Follow the syllabus. Study for yourself the refer- 
ences under "b " until you get the significance of each act. 
There was probably some act of uniformity passed which 
the members of the National or Jehovah party did not 
obey. Refer to the Inquisition or to the situation in 
England under Bloody Mary, and bring out the facts of the 
great persecution. Ask: what title was given Manasseh? 
Picture the officers going to the houses of those who would 
not change their religion, their arrest, their execution, 
etc., etc. Use your imagination. 

3. It will be necessary for the teacher to study these 
verses carefully for their full significance. A good com- 
mentary or Hours with the Bible, Vol. 5, page 3 If, will 
help you. Do not forget the presence of the two parties. 
Remember the party in power now is practically a foreign 
party, with heathen ideals, bent upon establishing the 



102 TEACHERS' BOOK OF 

worship of heathen gods. Remember also this worship 
was a fashionable worship, while that of Jehovah was 
unpopular. The question at issue was whether the nation 
should keep its old customs or adopt those of the nations 
around them. Manasseh 's acts meant that the gate was 
open to all heathen customs, and that the aristocracy 
which was half heathen by blood through the heathen 
princesses had gained influence with the king. Keep in 
mind the presence in the nation of this Heathen party — 
it explains much of the history. In the introduction of 
heathen customs Manasseh led the way. 

4. Bring out clearly the facts here. Find the reason 
for the defeat of his army in the lack of a national feeling 
which followed the introduction of heathen customs. 
Emphasize Manasseh 's change of policy upon his return 
from captivity, but that it had no great effect, "c" 
Make clear that he was not buried in the " Westminster 
Abbey" of the time, and the significance of this in our 
estimate of his character. 

5. Develop the material here as in the other lessons, 
securing the general feeling that he was a failure. 

6. Bring out here : weakness of character, because easily 
influenced by the aristocracy; an unwise statesman; in- 
tolerant of men who opposed him ; no moral or intellectual 
grandeur — a " small" man. Create in pupils a strong 
feeling of disapproval. 

7. Talk briefly about the memory verse — emphasizing 
the truth in your own way, and making clear that no 
wicked man's name is placed in the "Hall of Fame." 

Topics for Co-operative Study of Next Lesson 

1. The story of Cranmer and Latimer. 

2. The prophet Micah. 

3. The prophet Zephaniah. 

4. The prophet Hosea. 



OLD TESTAMENT HEROES 103 



LESSON 39 

THE BAND OF THE FAITHFUL — MORAL HEROES 

ALL 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Pictures of Sargents' Prophets; Isaiah, Micah, Zephaniah, 
etc., Wilde, nos. 504, 506, 507. The homes of these men 
marked on an outline map. 

Teacher's Study Material 

Syllabus and lesson material; Hours with the Bible, 
Vol. 5, pages 38 f, 153 f; Bible Characters; Hastings 1 or 
other Bible Dictionary under Isaiah, Micah, Zephaniah, 
etc. 

Suggestions for Teaching 

1. Begin with a definition of a martyr, and have the 
pupils report on Cranmer, Latimer, John Huss, etc. Get 
a definition of a hero, and make clear what a moral hero 
is — one who stands for a principle or a cause. Bring 
out the cowardice of some of the Puritan party as indi- 
cated in "a" and "b" as a background to "c." Glorify 
the moral heroism which will put a cause above personal 
safety, and picture these men as denouncing the acts of 
Manasseh and opposing the Heathen party, and suffering 
imprisonment and death. Remember that the prophet 
was a man of strong moral character, that it was some 
great wrong that moved him to be a prophet, that he was 
consumed by a zeal for Jehovah, and that once he took 
hold he would not let go. Call attention to their practical 
wisdom in preaching to the people, in an effort to check 
the heathen influence; and in preserving the sacred writ- 
ings from destruction. 

2. Bring out the names, using the references, and 
individualize by a fact or two about each. Make clear 
that we have the names of only a few — the leaders. 



104 TEACHERS' BOOK OF 

Call attention to the social standing of some of them. 
Read with pupils Psalm 37, and under "h" have them 
find in the Bible the books which bear these men's 
names. 

3. Develop the Syllabus here in your own way. Make 
clear under "c" that the men who give their lives for a 
cause are sure to be remembered and held in esteem by 
the people. Under "d" review the principles of the 
Puritan or National party and get each pupil to pass 
judgment upon them. 

4. Question here until you get: moral heroism, as 
shown in their stand for the right; loyalty to God, as 
shown in their zeal for Jehovah; unselfishness, as shown 
in the absence of all self-seeking; patriotic, because they 
had the good of the country at heart. Allow the pupils 
to choose the thing about these men they most admire. 
Talk again about moral heroes, and have pupils suggest 
the names of two young men who stand for the right. 
Do not overurge ; name two yourself if they do not. En- 
courage free talk on any subject connected with the 
lesson. 

5. Introduce the memory verse by the memorable 
saying of Nathan Hale, a spy executed by the British 
soldiers; "I regret I have only one life to give for my 
country." Make clear the martyrs felt they had done 
right, that they had fought a good fight, and that 
they would have their reward. 

Topics for Co-operative Study of Next Lesson 

1 . The kind of a man Amon was. 

2. The home influences of Josiah. 

3. The kind of young men princes were apt to be, and 
the kind of young man Josiah was. 



OLD TESTAMENT HEROES 105 



LESSON 40 

JOSIAH — A YOUNG MAN WHO WAS SERIOUS 

MINDED 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Picture of Jerusalem, Brown, no. 997. On outline map 
near Jerusalem draw a palace, or use a picture of a palace. 
Models: a crown marked "Josiah," a book. 

Teacher's Study Material 

Lesson material and Pupils' Book; Hours with the 
Bible, Vol. 5, index under Josiah; Bible Characters; Men 
of the Old Testament; Article Josiah in Bible Dictionary. 

Suggestions for Teaching 

Do not slight the constructive work. Be sure you do 
good work in it yourself. Allow pupils to examine your 
Work-Book. Have the less interested of your pupils 
come to your house with one of the brighter ones and do 
the work together. Do not allow your own interest in the 
course or in your pupils to lag. The work is worth your 
best effort — do not weaken your own character, nor 
impose on your pupils by giving them aught but your 
best. 

1. Make the connection with Manasseh and bring out 
hurriedly the points in the character sketch of Amon. 

2. Spend a little time with "d." Picture it in your 
own way. Bring out under "e" what is meant by a 
"fast" young man, by a " serious minded" young man — 
get from pupils examples — and draw out from them an 
estimate of Josiah. Contrast him with his father and 
men of the court, and find the cause of his religiousness 
in his mother, and his teachers, who quite likely were 
prophets. Make clear that he was fond of study — get 
examples of boys who are and others who are not. State : 
he was fond of a certain book and bring out the name of 



106 TEACHERS' BOOK OF 

some of the men it told about, what they did, and how 
Josiah felt when he read about them. " I mean to be like 
them," he said. Glorify that decision. All through his 
boyhood and young manhood he went regularly to the 
temple. Ask for names of young men who go regularly 
to church. 

3. Use your own method in developing the lesson here. 
Study the material carefully and choose beforehand the 
method you will use. Learn to depend more upon your- 
self and less upon the Teachers 1 Book. Leave this im- 
pression : Josiah is serious-minded — he means to be a 
good king. 

4. Trust the pupils for "a" "b" and a d." Under 
"e " bring out they were glad. It had been many years 
since a king had been interested in religion, and his going 
made the temple service popular again. He urged his 
friends to go, and there were great congregations. 

5. Bring out here: serious-minded, as shown in his 
desire to be good and his standing aloof from the fast life 
of his day; studiousness, as shown in his habits of study; 
the purpose to do good, as shown in his desire to be a good 
king; prayerfulness, as shown in his habit of prayer. 
Draw each pupil out into an expression of what he most 
likes about Josiah. 

6. Explain the memory verses as two of his prayers. 
Picture him as using these prayers all through his youth, 
and when he became king. 

Topics for Co-operative Study of Next Lesson 

1. What is a crusade against intemperance? 

2. What was Josiah 's crusade against, and what were 
some of the things he did? 

3. The name of the book found in cleaning the temple. 
Some things about the character of it, and the use Josiah 
made of it. 

4. The reason for Josiah 's efforts in behalf of the 
Jehovah religion. 

5. The reasons for Josiah 's great popularity. 

6. How was the anniversary of his death observed? 



OLD TESTAMENT HEROES 107 



LESSON 41 

JOSIAH — A DEFENDER OF THE FAITH 

Lesson Material 

Same as in Pupils' Booh and II Chron. 34 and 35. 

Illustrative Material 

Pictures: President Roosevelt or Emperor William; 
Josiah and the Book of the Law, Wilde, 515. On out- 
line map no. 5, draw many villages; in each village a 
heathen temple. Drawing of temple marked " heathen 
temple." 

Teacher's Study Material 

Same as in last lesson. 

Suggestions for Teaching 

1. Call attention to a picture of President Roosevelt or 
Emperor William, and bring out by question their atti- 
tude toward the Christian religion — they believe in it, 
and if any one tried to destroy it they would become 
staunch defenders of it. By question bring out their 
attitude toward intemperance, graft, and all wrong doing. 
From this pass to Josiah. Bring out by question the 
condition of affairs when he became king; the number of 
years idolatry had been practised and the hold it had 
upon the people, and the immorality and vices of the 
people. 

2. Bring out by question Hezekiah's efforts to abolish 
idolatry, his motive in doing it and the failure of his 
efforts. Recall the number of years since his death, the 
encouragement his successors had given to heathen prac- 
tices, and the gradual foreignizing of the whole country. 
Ask: what kind of a man was Josiah and, what was his 
attitude toward these foreign practices? Picture a meet- 
ing of the king and his officials, the discussion of the 
situation, and the decision to begin a great crusade. 
Picture some of his officers advising him against it, and 



108 TEACHERS' BOOK OF 

the arguments they used — "It will make you unpopular, 
will give you many enemies, will subject you to assassina- 
tion, will be a long hard work," etc. Call attention to 
Josiah 's reply, in "b." Study with the pupils some of 
their acts in this great crusade — " c " to " h," using the ref- 
erences. Glorify his patriotic and religious motive, his 
courage in undertaking and his ability in carrying out 
his crusade. 

3. This is the positive part of his program. It is an 
effort to reinstate the chaste worship of Jehovah with 
its ideals of holy life, in the affections of the people — to 
bring back the religious life of the nation as in David's 
day. Bring out the three facts here, and glorify his 
ideals and his zeal and persistence. Under "c" make 
clear that the generation then living was ignorant of the 
religion of Jehovah, and glorify his practical wisdom in 
sending forth the teachers. It is very evident Josiah was 
a man of great ability and rare statesmanship and that 
he inaugurated many wise measures for the improvement 
of his people. 

4. Bring out the facts ahout his death. Make clear 
the great sorrow of his attendants, and use it to show the 
esteem in which he was held. What made their sorrow 
so great was not only the fact that he was popular, but 
also that his promising career was cut short. 

5. Spend some time here. It will appeal to the pupil 
and give him a high regard for Josiah. Make much of 
"no king like him before or after that turned to the Lord," 
etc. The reference Ecclus. 49: 1-3 is quoted in Hours 
with the Bible, Vol. 5, page 270. Under "a" "b" " c" 
ask " why." Bring out every fact here. Note the mourn- 
ful character of the exercises, and compare with our Good 
Friday. His death was ever regarded as a great calamity. 
As a review ask the pupils to suggest what the orators said 
about Josiah. 

6. The teacher is thrown upon his own resources here. 
This the true teacher will welcome as it makes closer 
study of the lesson necessary and may show him that he 
needs depend less upon the Teachers 1 Book. 

7. Explain the memory verses, comparing them with II 
Kings 23:25. 



OLD TESTAMENT HEROES 109 

Topics for Co-operative Study of Next Lesson 

1. The names of some famous preachers. 

2. How men in those days came to be preachers. 

3. Some sins which were common in those days. 

4. Some sins which are common in our times. 

5. What traits of character did Jeremiah have and the 
one you like best? 

LESSON 42 

JEREMIAH — A FEARLESS PREACHER 

Lesson Material 

Same as in Pupils 1 Book and parts of the Book of 
Jeremiah. 

Illustrative Material 

Pictures: Jeremiah, Wilde, 507; Jeremiah Imprisoned, 
Wilde, 518; Destruction of Jerusalem, Wilde, 519. On 
outline map locate Jerusalem and many other cities and 
draw " pleasure houses" near by them. About Jerusalem 
draw a great many marks to represent an army. Draw 
a church and write on the door, " closed." 

Teacher's Study Material 

Hours with the Bible, Vol. 5, index under Jeremiah; 
Bible Characters, Vol. 3 ; Representative Men of the Bible, 
Vol. 2; Men of the Old Testament, Vol. 2; Article Jeremiah 
in Bible Dictionary. 

Suggestions for Teaching 

Begin with the Suggestions for Study in Pupils y Book, 
asking questions to cover the ground. 

1. Picture rather vividly the wickedness of the people. 
Do not fear lest you overdraw the picture. The times 
were degenerate, the people irreligious and wicked. Make 
clear that even the priests — ministers — did wickedly 
and cared not that God's cause was failing. Refer to the 
passion which made Elijah and Isaiah earnest preachers, 
and picture Jeremiah at twenty years of age seeing the 
corruptness of life, being made sad by it and at last saying 



110 TEACHERS' BOOK OF 

— "Some one must lead the people back to God, and I 
will do it." He knew it would not be easy or pleasant 
work, but he did not look at that — he knew God wanted 
the work done, that it was hell on earth as it was — that 
only a change in the character of the people could avert 
a great national calamity — and he must do what he could 
to bring about a change. Picture him a young man 
going from place to place preaching. Have pupils sug- 
gest what he preached about. Ask whether the people 
liked him — some few did, because he was young and 
brave — but bring out the suggestions in Pupils' Book 
as to how the populace treated him. Glorify his perse- 
verance in the face of hard conditions — lesser men would 
have grown angry and would have given up. Bring out 
his fearlessness in speech, and how it got him into trouble, 
the details about the stocks, etc. Glorify his utter dis- 
regard of consequences. Bring out next Jeremiah's 
motive in preaching, and refer to the missionary who 
gives up a business life with prospects of a fortune, to 
give a new kind of life to the people in China or India. 
What is it makes him choose that work and keeps him at 
it? Get: a desire to help them. With Jeremiah there 
was also a desire to save his country from disaster — 
patriotism. 

2. Develop the Syllabus in Pupils' Book in your own 
way. Do not rest content with the mere facts — glorify 
and beautify deeds and motives. 

3. Bring out the facts here and glorify Jeremiah's 
insight; for this was what he said years before would 
happen if the people did not cease their evil. Under "c" 
bring out his feelings. 

4. Draw pupils out into free expression. Under "c" 
get: God was pleased with him, and said, "well done," 
etc. Make clear that Jeremiah was somewhat like God, 
had some of the qualities God has, he loved the things 
God loves, hated the things God hates, did the kind of 
work which God does. 

5. Lead the pupils up to these: "a" godliness, as 
shown in his holy character, personal qualities and 
work; "b" great eloquence; "c" courage and fearless- 
ness; "d " indifference to personal danger. 



OLD TESTAMENT HEROES 111 

6. Talk about the memory verse, and make sure pupils 
believe that sin is a disqualification, and good character 
and right actions an advantage. 

Topics for Co-operative Study of Next Lesson 

1. Find out all you can about Babylonia, the land of 
captivity. 

2. What did the "captivity" consist of? Was it any- 
thing more than change of country? 

3. Find out all you can about the Book of Ezekiel. 

4. Some of the common sins of the Jews in captivity. 



LESSON 43 

EZEKIEL — A MAN WHO WORKED MANY YEARS 
AT A HOPELESS TASK 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Picture: Ezekiel, Wilde, 505. On outline map draw a 
road from Jerusalem to Babylon. In your own way repre- 
sent the captive Jews on their way to Babylon. Place a 
great many dots throughout Babylonia to suggest the Jews 
living there. Drawing of an altar marked "Merodach," 
the name of the Babylonian god. 

Teacher's Study Material 

Hours with the Bible, Vol. 5, chapters 11-13; Repre- 
sentative Men, Vol. 2; Men of the Old Testament, Vol. 2; 
article Ezekiel in Bible Dictionary. 

Suggestions for Teaching 

Give this lesson your best effort. Do not use too many 
historical facts — keep close to the person of Ezekiel. 
You are to glorify him, not teach history. 

1. Show picture of Ezekiel and question for facts here. 
Make each fact mean something. Emphasize his family 
connection; his relations with Jeremiah; "choice" as 



112 TEACHERS' BOOK OF 

meaning bright, able, stately, etc. ; his letters to Jeremiah 
about the gross wickedness of the captives; having the 
prophet's passion. 

2. For a background talk about the condition of the 
captives in Babylonia. Make clear that from a worldly 
point of view many of them were doing well. Explain the 
current belief that each god had power only in his own 
land — Jehovah in Palestine, Merodach in Babylonia — 
so many of the Jews worshiped the Babylonian god. 
Show drawing of Babylonian altar. Make clear they 
still did wickedly, the rich oppressed the poor, and cared 
nothing about the holy character of God. From this 
bring out the facts "a" — "f." Glorify his bad feeling 
at the knowledge of the condition of his people and his 
conviction that he must do something. Make clear that 
he knew it was a hard task, and picture him in his work. 
Bring out what he believed: that Jehovah had power in 
Babylonia, that their downfall as a nation was due to sin, 
and that if they changed their lives and come to have 
godly qualities they would still come to be a great nation. 
These truths he preached. Bring out the attitude of 
his countrymen to him in "c" and "d," and his resource- 
fulness and perseverance in "e" and "f." Find a reason 
for his preaching and his perseverance in his certainty that 
he was doing what God wanted him to do. Glorify his 
loyalty to God and his sincerity. 

3. Question for the facts here, and glorify under "a" 
fearlessness, and get from "b" faithfulness, and that his 
work was more successful than he thought. He did his 
work as well as he could and left results with God. 

4. Use your own method here, but make much of "b" 
and "d." Get from "d" this: some men are not appre- 
ciated, and the good they do is not known until years 
after they are dead. 

5. Ask for pupil's report on Ezekiel's qualities and 
supplement with qualities you have discovered in your 
own study. Make clear that he was a man of God, not 
only because he worked for God's cause, but because he 
had some of God's qualities. 

6. Explain the memory verse, speaking of it as the 
reward for Christian work. 



OLD TESTAMENT HEROES 113 

Topics for Co-operative Study of Next Lesson 

1. Daniel's education and how he compared with other 
young men. 

2. Daniel's personal qualities. 

3. What Daniel did for the king and what the king did 
for Daniel. 

4. The conspiracy against Daniel. 

5. The reason for Daniel's success. 



LESSON 44 

DANIEL — A YOUNG MAN OF STERLING CHAR- 
ACTER WHO REACHED THE TOP 

Lesson Material 

Same as in Pupils 7 Book. 

Illustrative Material 

Pictures: Daniel, Wilde, 505; Daniel in the Den of 
Lions, Wilde, 525; DanieVs Answer to the King, Wilde, 
526. On outline map 1 draw a road from Jerusalem to 
Babylon, ending in a palace. 

Teacher's Study Material 

Hours with the Bible, Vol. 6, index under Daniel; 
Bible Characters; Representative Men; article Daniel, in 
Hastings 7 or other Bible Dictionary. 

Suggestions for Teaching 

1. Make clear the meaning of the lesson title by follow- 
ing the Suggestions for Study in Pupils 7 Book. Use the 
outline map to impress the facts under "a;" question for 
the three facts under "b," glorifying his sound body, his 
bright mind and good looks, "c" Bring out here his 
popularity, and glorify under "d" his courage in refusing 
to do wrong. The kernel of the narrative lies in this: 
that to drink the wine, etc., meant adopting the ways 
and religion of the Babylonians. To refuse meant loyalty 
to his ideals and to God. Contrast his action with that 
of others, and refer to the fact that many young men 



114 TEACHERS' BOOK OF 

think it manly to sow wild oats. Daniel would not. 
Glorify his studious habits, and bright mind. Refer to 
his looks, wisdom and skill as due to his good habits ; make 
much of this. 

2. Get clearly in your own mind that Daniel was a 
man of genius and destiny — no small man pushed along 
by Providence but a really great man, of great force of 
character, insight into affairs, and a genius for leadership. 
This is the significance of "b" and "c." Such a man 
was sure to make his mark. Make much of the king's 
feelings toward Daniel, and the way he honored him. 
Under "d" get: loyalty to his friends, but bring out they 
were men of integrity like Daniel, and contrast them 
with the drunken, bribe-taking officials common in that 
day. "e" Test the judgment of the pupil as to what 
qualities ensure success, but make clear that moral and 
religious qualities are at the bottom of all success. Come 
to this: if the qualities in God are in us we shall succeed. 
Daniel's success was due to his personal qualities. 

3. Get the facts clearly before the class, and glorify 
Daniel's loyalty to his religion. Refer to the spirit of 
the martyrs and Jesus who chose death rather than do 
what they knew was not right. Come to this: character 
is to be preferred to money or position or even life itself. 
You have a fine opportunity here to glorify moral heroism ; 
do your best. 

4. Develop the lesson here in your own way. Cultivate 
in your pupils the feeling of admiration. Do not ask 
whether they admire Daniel, but so glorify him that they 
will. Make large use of the principle of contrast. 

5. Get here: a strong sense of right and wrong; a deep 
religious nature; loyalty to his national religion with its 
rules and ideas ; courage in doing right ; etc. 

6. Make sure the pupils get a correct idea of the memory 
verse. Explain it to mean: the one who is strong in his 
sense of right and wrong, and has courage, will not do 
wrong. 

Topics for Co-operative Study of Next Lesson 

1. Find out from an encyclopedia about Cranmer and 
Latimer. 



OLD TESTAMENT HEROES 115 

2. The persecution of the Protestants under Bloody 
Mary. 

3. The persecution of the Catholics under Elizabeth. 

4. The reason for the superiority of these three young 
men. 

5. The secret of their success. 



LESSON 45 

HEBREW PRINCES — THREE YOUNG MEN WHO 
RISKED DEATH FOR A PRINCIPLE 

Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Same as in last lesson. 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; Hours with 
the Bible, page 259 f; Bible Dictionary under Shadrach, 
etc. 

Suggestions for Teaching 

Begin by asking for a report upon Cranmer and Latimer. 
Glorify their heroism in standing for principle. Make 
clear what a principle is ; consult an unabridged dictionary 
to get the idea clearly in your own mind. Give some 
examples from your own knowledge of persons who have 
stood for principle and bring out the meaning of the 
expression "a man without principle" — without a fixed 
rule of conduct. Use the illustrations found in Sugges- 
tions for Study in Pupils' Book. 

1. Make clear that these young men were princes, and 
familiarize the pupils with their names. 

2. Have pupils find the reference, and talk about the 
six descriptive words, "b" Bring out here the fact of 
loyalty to their customs and religion; and "e" compare 
them, in the ways indicated, with other young men who 



116 TEACHERS' BOOK OF 

lived less strictly than they. Glorify this devotion to 
principle, and emphasize God's part in the matter, verse 
17a, by making clear that God mightily helps those who 
stand firm in the right. Seek to create in your pupils an 
admiration and appreciation of the character of these 
young men. 

3. Connect their character and ability with their 
efficiency in public service. Such character as they had 
was not common in officials in those days. They were 
honest, would not take bribes, were faithful in their work, 
etc., their promotion is due to this fact. God was in them 
by reason of their character, and God is the condition of 
success. 

4. Bring out the facts and glorify the heroism of the 
three young men, in your own way. It is another case 
of loyalty to principle. Do not try to explain why they 
were not burned. Use their deliverance later to show 
what God thought of them. Make vivid the contrast sug- 
gested in "b," and glorify their moral heroism — they put 
personal character first, their personal safety second. 
Ask, which is better : manhood or money ; personal qualities 
or position ; character with death or life without char- 
acter. 

5. Make the impression here in your own way. You 
seek to show that others approved of their action in an 
effort to induce your pupils' approval. Admiration and 
approval of the conduct of others lie near to a choice of 
that conduct for ourselves. The actions of to-morrow 
will depend upon our admirations and approvals to- 
day. 

6. Allow the pupils to suggest. They will name the 
things which impress them — the qualities they can 
appreciate. Do not scatter the impression by trying to 
name too many. True to their principles, is the chief 
trait here. Loyalty to God, strong moral character, 
fortitude and constancy in persecution, faithful in study 
and work, are all forms of the first. Under "e" test 
your pupils' ingenuity. 

7. Be sure the pupils memorize the verses and see the 
relation to the lives of the men in the lesson. 



OLD TESTAMENT HEROES 117 

Topics for Co-operative Study of Next Lesson 

1. Job's misfortunes. 

2. Some persons to-day who have had great misfor- 
tunes. 

3. Some common diseases among us, and the disease 
Job had. 

4. The Book of Job: its structure and purpose. 



LESSON 46 

JOB — A MAN WHO LOST HIS PROPERTY BUT 
KEPT HIS RELIGION 

Lesson Material. 

Same as in Pupils 7 Book. 

Illustrative Material. 

Outline map with many houses in Babylonia; one 
marked J for Job. 

Pictures or drawings : a fire burning buildings, a funeral 
procession, an invalid. 

Teacher's Study Material. 

Syllabus in Pupils' Book studied carefully with the 
lesson material. Introduction to the Book of Job in the 
Cambridge Bible for Schools and Colleges; Representative 
Men of the Bible, Vol. 1; Men of the Old Testament 
Vol. 2; Article Job in Bible Dictionary. 

Suggestions for Teaching. 

Keep clear of all critical questions in this lesson. Re- 
member you are not teaching facts, but seeking to make 
a moral impression. Take it for granted there was such 
a man as Job ; when he lived and where, are not matters 
which will aid in your impression; therefore leave them 
to the critics. It is the man you are to uncover; his 
ideals, his religion, his heroism, you are to glorify. To 
do this well will be task enough and more worth your 
while. 



118 TEACHERS' BOOK OF 

1. Develop this topic according to your own method. 
Emphasize "a" and contrast Job with other Hebrews. 
Glorify Job's prayerfulness under "e," and concentrate 
on "f." 

2. Bring out the five facts here using your own method. 
If you assign the co-operative topics, use the recitation 
or essay method. 

3. Here is the heart of the lesson. You are to glorify 
Job's sublime faith amid his misfortunes. There were 
two stages of his affliction, represented in the syllabus 
by "a" and "b," and two periods of temptation to lose 
faith in God. Under "a" picture Job's grief, leading up 
to it by asking for instances of men who have lost their 
property and children, and how they felt. Contrast 
Job's conduct as indicated in the Syllabus with that of 
many other Jews who gave up their religion when the 
least thing went wrong. Call attention to Job's prayer, 
and glorify the faith that could utter such sentiments. 
The secret of Job's faith was in his previous experience 
of God, from which he knew that God was good. " b " 
Recall the nature of his sickness. Make clear the feel- 
ing of self-contempt, and the offensive odors which accom- 
panied the disease. Picture Job sitting on the rubbish 
heap so as to be out of the way and not be offen- 
sive to any one. Refer to the suggestion of Job's wife, 
and glorify Job's reply. Picture the visit of three of 
his friends, how they sat with him without saying a 
word, 2:13; and bring out the substance of their con- 
versation as indicated in the Pupils' Book. Glorify Job's 
reply. Picture Job saying over and over to himself 
about God, " Though he slay me," etc. Let the lesson 
culminate here. It is one thing to say God is good when 
everything goes well; another thing to say, God is good 
when things go wrong — this is what Job did. Refer to 
persons who because of their great suffering doubt whether 
God really loves them. 

4. Bring out the facts here. He got well and greatly 
prospered. Impress the facts under "b" and test the 
pupils' ingenuity in suggesting titles of the book. 

5. Encourage pupils to suggest marked traits. Get: 
loyalty to God, resignation, patience, upi'ght and per- 
fect, prayerful, etc. 



OLD TESTAMENT HEROES 119 

6. Talk about misfortunes, and make clear that God 
is most concerned about our personal qualities, that if 
taken rightly our misfortunes turn out to be blessings. 
Impress the pupils with the truth of these words. 

Topicr for Co-operative Study of Next Lesson 

1. The massacre of Cherry Valley. 

2. The massacre of St. Bartholomew's Dayc 

3. Information about Xerxes. 

4. The plot to destroy the Jews. 

5. Marked traits of character in Esther. 

6. Why are the Jews so generally disliked? 



LESSON 47 

ESTHER — A BRAVE GIRL WHO SAVED HER 
PEOPLE FROM MASSACRE 

Lesson Material 

The Book of Esther. 

Illustrative Material 

On outline map place dots all through Babylonia, 
Assyria, and Persia to represent the Jews. 

Pictures: Esther before Ahasuerus, Wilde, no. 529. 
Model of crown marked " Queen Esther." 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material; Hours with 
the Bible, Vol. 6, pages 445-473; Bible Characters, Vol. 3; 
articles Esther and Mordecai in Bible Dictionary; Stories 
from the Old, Old Bible. 

Suggestions for Teaching 

Have pupils report on Cherry Valley Massacre and 
Massacre of St. Bartholomew's Day. On outline map 
locate the lesson, and have pupil report on Xerxes. 

1. Bring c'it the facts here — her nationality, her 
relationship to Mordecai, an orphan, and her beauty, 



120 TEACHERS' BOOK OF 

selected by the king from many as his queen, and loved 
by him. 

2. Bring out the situation here after your own method 
as a background to Esther's unselfish action. Make 
prominent Hainan's dislike of Mordecai and of all the 
Jews, and the plot to destroy them. Talk about Kishe- 
neff. Refer to the dislike of the Jews to-day. Ask: 
why are they disliked? Make clear again that Jews of 
that day made good officials because of their superior 
character: evidenced in Daniel, the three Hebrew princes, 
and now again in Mordecai. Make clear their superiority 
was a moral superiority and that character is always 
God in a person. Seek always to glorify character and 
the things which produce character — loyalty to the 
right, a sense of God, devotion to duty, etc. 

3. Concentrate here and glorify Esther's brave deed. 
Make clear the arbitrariness of kings, the risks Esther 
took, and her cleverness and tact in carrying through a 
very hazardous piece of business. Haman is a favorite 
of the king — it is her task to turn the king against him 
— and you know how risky it is to say anything reflect- 
ing upon a person's favorite, and how difficult it is to 
change one's feelings toward another. Glorify Esther's 
adroitness in handling the king. Bring out the facts of 
her method, and induce an appreciation of her char- 
acter. 

4. Develop the narrative, making prominent the fact 
that the Jews were saved from massacre. The execution 
of Haman, the right given the Jews to defend them- 
selves, the elevation of Mordecai, changed public senti- 
ment, so that there was little effort made to massacre 
the Jews. Make clear the joy of the Jews and their 
feeling toward Esther. 

5. Glorify still further by bringing out the approval 
of her conduct by others. This is important for it secures 
the pupil's own approval, and an approval lies very close 
to an ideal. Work up this paragraph and make much 
of it. Introduce additional material of your own. 

6. Call for pupil's report on marked traits of character 
and allow other pupils to name and discuss other quali- 
ties. Draw out from pupils the action in which each 



OLD TESTAMENT HEROES 121 

trait of character is shown. Induce each pupil to state 
a preference and his reason therefor. 

7. Talk about Christ and his death for his cause and 
the people in the world, because he loved them. Refer 
to John's suggestion about imitating Christ. 

Topics for Co-operative Study of Next Lesson 

1. Illustrative work on outline map. 

2. The settlement of Jamestown and the condition of 
the Colonists. 

3. The condition of the colony in Jerusalem. 

4. Who were the Puritans, and what shows Ezra was 
something of a Puritan? 



LESSON 48 

EZRA — A SECOND MOSES 

Lesson Material 

The Book of Ezra and Nehemiah 8. 

Illustrative Material 

On outline map locate Babylon and Jerusalem and 
draw a line between them to show the journey of the 
Colonists. Use no. 527 Wilde's Pictures, The Return of 
the Jews, 

Models: letter with seals, book marked "Bible." 

Teacher's Study Material 

Syllabus in Pupils' Book; lesson material ; Hours with 
the Bible, Vol. 6, page 373-444, 474-515; Bible Charac- 
ters, Vol. 3; Men of the Old Testament, Vol. 2; article 
Ezra in Bible Dictionary. 

Suggestions for Teaching 

Recall what Moses did, and get the situation of the 
lesson clearly before the pupils. 

1. Bring out the facts here: four facts under "a," two 
under "b," and one under "c." Draw an analogy be- 
tween Jerusalem and Jamestown. 



122 TEACHERS' BOOK OF 

2. Use your own method in developing the narrative 
here. Glorify his work of teaching in Babylon, and his 
motive in going to Jerusalem. Use the word " professor" 
in speaking of him. Glorify his learning. Ask for the 
name of one or two well known professors. The colonists 
at Jerusalem were probably composed of adventurers; 
glorify Ezra's practical wisdom in inducing men of a 
different stamp to go with him. Read the king's letter 
to Ezra in 7: 11 f noting the contents carefully. Call 
attention to armed bands of robbers which infested the 
highways and glorify Ezra's refusal to accept a military 
escort. Bring out his reason for refusing — it would 
show he had no faith in God. 

3. Ask what a reform is, and bring out the facts under 
"a" and "b." Put Ezra's opposition to heathen mar- 
riages on the ground of bringing in foreign ideas and 
corrupting the social life of the people. In this work he 
was very zealous. Many people did not like him, but 
that made no difference. He made them give up their 
wrong just the same. Glorify his work under "c," ex- 
plaining that it was due to him that many of the Old 
Testament writings were preserved. Refer to his famili- 
arity with the Old Testament, to some one in your 
parish who has learned portions of the Bible, and ask 
your pupils how much they can repeat from memory. 
Glorify his wisdom in founding schools, and his zeal for a 
good community. 

4. Draw pupils out into thought and expression here. 
Regard their answers as expressive of their own feelings. 
It is a correct psychological method because it forms an 
ideal of human conduct from which to judge. It is really 
not what these persons said and felt that you want to 
get, but the approval of your pupils — not information, 
but feeling and admiration. 

5. Get expressions from the pupils. If they are slow 
to suggest, have them refer to Moses' traits. Do not 
yourself name the marked traits as an easy way to get 
them before the pupils. 

6. Be sure your pupils believe these words. Ezra 
believed them and preached them. Explain them: 
God works to greaten the man who seeks to live after 
His own life — the Christian is the true man. 



OLD TESTAMENT HEROES 123 

Topics for Co-operative Study of Next Lesson 

1. What are secret service men? 

2. Find out about Gen. Charles Gordon, the "Good 
Governor" of the Soudan. 

3. Find out something about Mr. Andrew Carnegie, 
and what he is doing with his money. 

4. The names of some men you know who are doing 
good with their money. 

5. In what ways was Nehemiah 's generosity shown? 



LESSON 49 

NEHEMIAH — A RICH MAN WHO GREATLY 
LOVED HIS PEOPLE 

Lesson Material 

The Book of Nehemiah. 

Illustrative Material 

Pictures: Cupbearers in Hours with the Bible, Vol. 6, 
page 489; a governor. Outline map with Shushan and 
Jerusalem marked with a road between them by way of 
Palmyra. 

Teacher's Study Material 

Same as in last lesson, and article Nehemiah in 
Bible Dictionary. 

Suggestions for Teaching 

1 . Begin with a definition of cupbearer, using a definition 
of our secret service officers to make the work clear. On 
outline map locate Shushan and bring out that Nehemiah 
was a captive Jew, chosen by the king for the responsible 
duty of personal guard. Use this to indicate his general 
character. 

2. Bring out his character according to your own 
method. Under "a" make much of " honest, could not 
be bribed." Under "b" glorify his great-heartedness 
and generosity. Under "c" get: interest in others; "e" 



124 TEACHERS' BOOK OF 

patriotism, love of his people. Under "f" bring out 
charitable, public spirited; and "g" refer to his unselfish- 
ness and his immense popularity. Ask: what was the 
cause of his popularity? 

3. Study his work as governor carefully. He was not 
a dreamer — he got things done. Question about the 
building of the city wall, and show Nehemiah 's wisdom, 
executive ability and leadership. Glorify his love of 
honest dealing and fair play. Bring out the wrongs of 
the times and show how he championed the cause of the 
poor. The rich and aristocratic were the guilty ones 
and to deal with them sternly, required courage. Bring 
out who Tobiah was, the "pull" he had with the high-priest, 
where he lived, etc., and what Nehemiah did. Glorify 
his courage in doing unpopular things that needed to be 
done. With the pupils make a list of the things he did. 
Make clear he did these things for the good of the colony. 

4. Secure original expressions from pupils, accepting 
their answers. Pupils will put into their answers their 
ideals and feelings. Do not be too exact or critical. 
Have pupils define the descriptive words in the Note. 

5. From your own study make a list of personal quali- 
ties. Use your own method of drawing them from 
your pupils. Remember that the conclusions they 
arrive at from their own thought and study are worth a 
thousand fold more than something they merely hear 
from you. Your problem therefore is to stimulate 
thought and furnish the impulse for study. Be sure of 
your own interest — then you can communicate it to 
your pupils. 

6. Make the memory verse glorify Nehemiah's trust 
in God. Read to your class one or two other sayings of 
Nehemiah — one of them a prayer. 

Topics for Co-operative Study of Next Lesson 

1. The cause of the American War for Independence. 

2. The names of five patriots in that war. 

3. The kingdom of Alexander and his successors. 
Note. — Explain to the pupils where the lesson material 

for Lesson 50 is to be found. 



OLD TESTAMENT HEROES 125 



LESSON 50 

THE MACCABEES — A FAMILY OF PATRIOTS 

Lesson Material 

As much of / Maccabees as you have time to read. 

Illustrative Material 

Outline map no. 2 with places marked, especially 
Modin, Jerusalem, Syria, etc. Mark the battlefields with 
crossed swords. 

Pictures: Washington, and other Revolutionary gen- 
erals. 

Models: swords and battleflags. 

Teacher's Study Material 

Syllabus in Pupils' Book; I Maccabees, in Family or 
Pulpit Bible; Article, Maccabees in Bible Dictionary. 

Suggestions for Teaching 

The Maccabees are chosen for one of the lessons be- 
cause of their intense patriotism, and to bridge over the 
history between the Old and New Testaments. Have 
family or pulpit Bible in the class. Explain why certain 
books are not in our Bibles; see article, Canon, in ency- 
clopedia. Call for reports on co-operative topics, 1 and 2, 
and question about the American Revolution. Make 
clear the causes of the war and glorify the spirit that 
would not submit to tryanny, and the deeds of the pa- 
triots. 

1. Bring out the facts in the Note, adding whatever 
other matter you may see fit, but do not spend much 
time; move promptly from one fact to another. 

2. Contrast the spirit of the Maccabees with that of 
other Jews, and glorify their feeling toward their country 
and their religion. Find out how the word "Maccabee" 
originated, and explain it to the class. If you can, copy 
the Hebrew letters on a paper banner and use it as a 
model. 



126 TEACHERS' BOOK OF 

3. There is a great deal of material here; the teacher 
will be obliged to move rapidly. The best method here 
is to use the references. Make clear their names, that 
they were of one family, and their final success. Glorify 
their patriotism, their deeds of bravery, and their devo- 
tion to each other, etc. 

4. Use the references here and permit pupils to talk 
freely. Do not slight this paragraph — it shows what 
others approve and this is a strong influence with the 
adolescent pupil. Make clear who the Spartans were, 
and recall their deeds of heroism. Under "d" refer to 
our custom of erecting statues and monuments. Refer 
to local memorials of great men. 

5. Allow pupils to suggest. If they are slow in doing 
so, give some clue. Get patriotism — bravery, courage 
and valor — bring out the shades of meaning, using a 
dictionary or book of synonyms — persistent; leadership; 
deeply religious. 

6. Call for a recitation upon the memory verses, mak- 
ing the connection with the Maccabees as suggested in 
the Pupils' Book. Show the lofty character of these 
words. 



Note. — Plan for the second examination. Hold it at your 
house on a week-day evening, and have pupils bring their 
Work-Books. Have one or two of the well-known members 
of your church present, and have them examine the work the 
pupils have done. Follow the examination with a social 
hour, and talk freely with your pupils about the year's work. 
Express the hope that they have enjoyed it, and your wish 
that they may all live great lives after the manner of these 
Old Testament heroes. 



A Suggested Examination for the Second Half 
of the Course 

Answer any Ten Questions 

1. Name the Old Testament heroes you have studied 
about since last examination, and write an inscription for 
the monument of each. 



OLD TESTAMENT HEROES 127 

2. What were the principal events in the life of Solo- 
mon? 

3. Marked traits of character in Solomon. 

4. Name four prophets. What" were the chief charac- 
teristics of the prophets? 

5. Name two kings who led great crusades and tell 
what their crusades were against. 

6. What were the most important facts in the life of 
Daniel? 

7. What were the chief characteristics of Daniel? 

8. Tell the story of Job. 

9. Tell the story of Esther. 

10. What were the marked traits of character in Ne- 
hemiah? 

11. Name your favorite character of those studied 
since last examination, and tell why you like him. 

12. The names of some men who were moral heroes? 
What is a moral hero? 

13. What are the characteristics of the Old Testament 
heroes which you most admire and think should be 
imitated to-day? 

14. Name in proper order five Old Testament heroes 
who were most like God. 

15. What good have you gotten from this course of 
study? 



THE CHRISTMAS LESSON 

JESUS — THE ONE WHOM ALL THE WORLD 

WORSHIPS 
Lesson Material 

Same as in Pupils' Book. 

Illustrative Material 

Pictures: Any of the Madonnas; Hof mann's, The Boy 
Jesus, Perry, no. 801 ; The Christ, Hofmann, Perry, no. 
802 B ; and such others as the teacher may select. 



128 TEACHERS' BOOK OF 

Outline map with Bethlehem, Nazareth, Jerusalem, 
etc., marked. 

Models : a cross and a crown. 

Teacher's Study Material 

The Life and Times of Jesus, Edersheim, Vol. 1, pages 
223-254; Jesus Christ before his Ministry, Stapfer, pages 
5-90; The Life of Jesus Christ, Dawson; Our Lord's 
Character, Whyte, Vol. 6, in Bible Characters; article 
Jesus Christ in Bible Dictionary. 

Suggestions for Teaching 

Develop the material following the pupils' syllabus. 
Remember you are to beautify and glorify — not clarify. 
Seek to awaken admiration and secure an appreciation 
of this matchless personality. In your attempt to do 
this spend more time with his character and deeds than 
upon the events of his life. 

1. Pass promptly from one point to another here, 
bringing out the facts. Use the two unusual circum- 
stances of his birth to show that he was more than an 
ordinary child. 

2. Bring out the facts under "a" and use them to 
glorify his healthy vigorous life. Under "b" glorify 
his love of study and his " wisdom" in one so young 
which was the wonder of all who met him. Use same 
method under "c," studying the passage carefully. 
Beautify his happy relations with his parents, emphasiz- 
ing the words " loved," " obeyed" and "kept on good 
terms with." "e" Picture Jesus learning the trade of a 
carpenter from his father, and working at it to support 
his mother, brothers and sisters after Joseph died. Do 
all this rapidly. 

3. "a" Get the facts before the class properly, and con- 
trast him with other men — David, Moses, etc. If you 
have time study the temptation, and concentrate on this: 
the only person in all history who never did a wrong. 
Make clear that this is one reason why we honor and wor- 
ship him. "b" Refer to the fact that the rich and aris- 
tocratic people of Jesus' day would have nothing to do 
with the poor, unfortunate and outcast — explain this 



OLD TESTAMENT HEROES 129 

word — but that Jesus was their friend and did ever so 
many good things for them. Have pupils suggest what. 
Treat "c" and "d" in the same manner, glorifying his 
personal work and his passion to save 'the world which 
made him give up carpentry and made him a teacher 
and preacher. Glorify his motive in teaching and preach- 
ing, "e" Do not try to explain this; rest content with: 
he said that he was, and all the world to-day believes that 
he is. 

4. Get these five phases of Christ's life clearly before 
your class. Make clear what sacrifice and service are 
and beautify Christ's sacrifice and service, "b" Show the 
magnitude of the task here and glorify Jesus' courage 
and daring in undertaking that work. Glorify Jesus' 
teaching and preaching, and beautify the motive that was 
back of it — to induce persons to give up their evil ways, 
etc. Refer to his wisdom in founding the Christian 
Church — talk about the Church — and glorify the 
work the Church has done, the size and undertakings of 
the church to-day, etc. Under "e" glorify his heroism 
in dying for the cause which he began. Put your best 
into the lesson and induce if you can an appreciation of 
Jesus' wonderful personality and an admiration of his 
character and work. 

5. Allow free expression here. Use references under 
"a" and "b" and trust the idealism of the pupils to 
lead them aright under "c" and "d." 

6. Work this topic out yourself. Confine yourself to 
four or five traits of character, and be sure they are 
within the range of the pupils' appreciation. 

Topics for Co-operative Study of the Christmas Lesson 

1. The story of The Wise Men from the East. 

2. The names of Jesus' twelve disciples. 

3. Some examples of his teaching and preaching. 

4. What did Jesus try to do? 

5. In what ways was Jesus like other men and in what 
ways unlike? 



130 TEACHERS' BOOK OF 



THE EASTER LESSON 

JESUS — WHO GAINED THE VICTORY OVER OUR 

WORST ENEMY 
Lesson Material 

Matthew 28 and I Corinthians 15. 

Illustrative Material 

Pictures: Easter Morning ; Hofmann, Perry, no. 798; 
or other Easter pictures as the teacher may select. See 
Perry catalogue, page 26. Do not use more than two or 
three. 

Model : an Easter lily. 

Teacher's Study Material 

Same books as in the Christmas Lesson. 

Suggestions for Teaching 

Follow the suggestions as given in the Pupils' Book 
under Suggestions for Study. Make clear that the soul 
is the "/," and that the "J" does not die. 

1. Bring out by question the facts as indicated in the 
syllabus. Emphasize "d," making clear that they 
thought his death would be the end of Jesus. Describe 
the tomb and talk about the guard. 

2. Begin this topic by reference to our common custom 
of taking flowers to the cemetery. That same human 
instinct took these women to Jesus' grave. Bring out 
the fact of their meeting Jesus there, and infer from it 
that Jesus had risen from the dead. Do not try to ex- 
plain how it happened. Rest content with the evidence. 

3. Make this evidence convincing by studying with 
your class several of Jesus' appearances to his friends. 
Add to the number given in the Pupils' Book, if you see fit. 

4. As a background here refer to the fact that the 
Jews were not sure there is a life after this. This may be 
a surprise to many teachers — it is fact. There are but 
few references in the Old Testament to a life after death, 



OLD TESTAMENT HEROES 131 

and those are the sentiments of men with exceptional 
insight. It was not a firm and settled belief among the 
common people. Refer also to the sorrow of the disciples 
about Jesus' death — that they would never see him on 
earth again and their belief that the end had come to his 
cause. With this as a background bring out their new feel- 
ing when they saw Jesus alive again. Make clear that his 
resurrection convinced the most incredulous that Jesus was 
the Son of God, that some who did not sympathize with 
him before became his disciples now. Bring out also " c " 
and "d," throwing the emphasis upon "d," and talking 
about heaven. Picture the joy a good man has in thinking 
he shall live forever. Jesus' resurrection made this sure. 

5. Bring out the two facts here and glorify Jesus' life 
on the earth to-day as well as in heaven, his love and his 
ceaseless work. 

6. Unify the impression of the lesson in the memory 
verse. Explain the word "death" to mean death as the 
Jews conceived it. 

Topics for Co-operative Study of this Lesson 

1. The names of some special church days besides 
Christmas and Easter. 

2. What is the difference between Sabbath and Sun- 
day, and why do we keep Sunday instead of Saturday? 

3. A list of two or three persons in Old Testament his- 
tory who went to heaven without dying. 

4. A list of persons in the Bible who came back from 
the dead. 

5. Make a list of the appearances of Jesus after his 
resurrection. 

6. Give the substance of what Paul said about the 
resurrection. I Cor. 15 : 35 f . 



)AN 13 1907 



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